Dyslexia is a prevalent condition, and a significant percentage of students in higher education are dyslexic. Despite this, few studies have investigated dyslexia in university students and what personality dispositions may predict how students feel about help-seeking for dyslexia and how they cope with dyslexia. Against this background, the present study investigated perfectionism, self-stigma, and coping in 115 university students with dyslexia, examining the relationships between dispositional perfectionism (self-oriented and socially prescribed perfectionism) and perfectionistic self-presentation with self-stigma of seeking help and adaptive versus maladaptive coping with dyslexia. Results from regression and mediation analyses showed that perfectionistic self-presentation predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping. Furthermore, both forms of dispositional perfectionism predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping, via perfectionistic self-presentation (dispositional perfectionism→perfectionistic self-presentation → self-stigma and coping). The findings suggest that perfectionistic self-presentation plays a central role in the relationships of perfectionism, self-stigma, and coping in students with dyslexia, and that impression management, aimed at presenting a perfect self-image (and hiding imperfections), represents a significant risk for students seeking help for, and successful coping with, dyslexia.

中文翻译：

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完美主义，自我污名和阅读障碍学生的应对：完美主义自我表现的核心作用。

诵读困难是一种普遍的情况，高等教育中有很大比例的学生患有诵读困难。尽管如此，很少有研究调查大学生的阅读障碍，什么性格倾向可以预测学生对寻求阅读障碍的感觉以及他们如何应对阅读障碍。在此背景下，本研究调查了115名阅读障碍的大学生的完美主义，自我污名和应对方式，研究了性格完美主义（自我导向和社会规定的完美主义）与具有求助自我烙印的完美主义自我表现之间的关系。以及应对阅读障碍的适应性与适应不良的应对。回归分析和中介分析的结果表明，完美主义的自我表现预示着较高的自我耻辱感和适应不良的应对能力，和较低水平的适应性应对。此外，通过完美主义的自我表述（处置性完美主义→完美主义的自我表述→自我污名和应对），两种形式的倾向性完美主义都预示着较高的自我柱头和适应不良应对，以及较低水平的适应性应对。研究结果表明，完美主义的自我表现在阅读障碍学生的完美主义，自我污名和应对之间的关​​系中起着核心作用，而旨在呈现完美自我形象（和隐藏缺陷）的印象管理则代表了寻求阅读障碍的帮助和成功应对的学生面临重大风险。通过完美主义的自我表现（性格完美主义→完美主义的自我表现→自我污名和应对）来降低适应性应对的水平。研究结果表明，完美主义的自我表现在阅读障碍学生的完美主义，自我污名和应对之间的关​​系中起着核心作用，而旨在呈现完美自我形象（和隐藏缺陷）的印象管理则代表了寻求阅读障碍的帮助和成功应对的学生面临重大风险。通过完美主义的自我表现（性格完美主义→完美主义的自我表现→自我污名和应对）来降低适应性应对的水平。研究结果表明，完美主义的自我表现在阅读障碍学生的完美主义，自我污名和应对之间的关​​系中起着核心作用，而旨在呈现完美自我形象（和隐藏缺陷）的印象管理则代表了寻求阅读障碍的帮助和成功应对的学生面临重大风险。