University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention‐deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self‐regulation of learning. This study investigated the relations among self‐compassion, self‐acceptance of an LD, and self‐regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self‐identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self‐compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self‐acceptance of an LD, self‐compassion, and self‐regulated learning.

中文翻译：

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有学习障碍和/或多动症的大学生对学习的接受，同情和调节的自我过程

有学习障碍（LD）的大学生在北美地区学生中所占比例不断增加。尽管过去的研究集中在患有LD和/或注意力缺乏/多动症（ADHD）的认知方面，但社会情感因素受到的关注较少。这些因素可能在学习的自我调节中起重要作用。这项研究调查了LD和/或ADHD的大学生自我同情，对LD的自我接受和自我调节学习之间的关系。参加者有78名大学生，他们自认具有LD和/或ADHD。使用在线问卷测量变量。这些学生的自我同伴得分低于其他研究中的研究人员。