Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2022-07-11 DOI:10.1002/dys.1722
Nicola Brunswick, Serena Bargary
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引用次数: 4

Abstract

Educational experiences often influence self-concept. Thus, readers with dyslexia can have low self-esteem and self-efficacy, and perceive themselves as less intelligent than their peers. They may develop creativity to succeed despite their difficulties but findings are inconsistent and rarely consider the effect of age of assessment on self-perception. This study included 145 university students (Mage = 24.43 years), 72 with dyslexia; of these, 53% had been assessed in childhood (Mage = 11.89 years), 47% in adulthood (Mage = 27.38 years). A survey assessed self-esteem, self-efficacy, creativity and estimated intelligence. Students with dyslexia reported lower levels of self-esteem, self-efficacy and estimated intelligence. When assessment age was considered, those assessed early displayed lower self-esteem and self-efficacy but no difference in estimated intelligence. Those assessed late displayed lower estimated intelligence and self-esteem but no difference in self-efficacy. Findings highlight the importance of providing psychological support to students with dyslexia to enhance their self-perceptions.

Abstract Image

大学生自我概念、创造力与发展性阅读障碍:评估年龄的影响
教育经历常常影响自我概念。因此,患有阅读障碍的读者可能缺乏自尊和自我效能感,并认为自己不如同龄人聪明。尽管困难重重,他们可能会培养创造力,取得成功,但研究结果并不一致,而且很少考虑评估年龄对自我认知的影响。本研究纳入145名大学生(年龄24.43岁),其中72名患有阅读障碍;其中,53%在儿童期(11.89岁)进行了评估,47%在成年期(27.38岁)进行了评估。一项调查评估了自尊、自我效能、创造力和估计的智力。据报道,患有阅读障碍的学生的自尊、自我效能和智力水平都较低。当考虑到评估年龄时,早期评估的人表现出较低的自尊和自我效能感,但在估计的智力上没有差异。那些较晚接受评估的人表现出较低的智力和自尊,但在自我效能感方面没有差异。研究结果强调了为有阅读障碍的学生提供心理支持以增强他们自我认知的重要性。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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