ArticleJournal of education and health promotion2024
Assessing the relationship between dyslexia, psychological distress, and academic self-efficacy among Nigerian university undergraduates.
Article in Journal of education and health promotion, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- The Assessment of the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) Profile of Young Adults with Specific Learning Disorders: A Network Analysis Approach.Journal of autism and developmental disorders · 2025Article
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4 authors.
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Abstract
backgroundAcademic self-efficacy refers to the student's beliefs and attitudes toward their capabilities to achieve academic success, as well as belief in their ability to fulfil academic tasks and the successful learning of the materials. The influence of dyslexia on academic self-efficacy and psychological distress among Nigerian students is underresearched in this study. This study investigated the relationship between dyslexia, psychological distress, and academic self-efficacy. MATERIALS AND
methodA total of 460 undergraduates purposively drawn from the University of Lagos, Nigeria, of over 10,000 undergraduate population, with a mean age of 26 ± 5 years, responded to the Academic Self-Efficacy Scale, the dyslexia adult checklist, the 12-item General Health Questionnaire, and Adult Reading History Questionnaire. Data were analyzed descriptively, and the regression analysis and
resultsThe results showed that dyslexia is a significant predictor of academic self-efficacy (β = 0.34, t = 7.31,
conclusionDyslexia is a strong predictor of academic self-efficacy and psychological distress. Male and female Nigerian undergraduates have similar academic self-efficacy and psychological distress.
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