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Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy
Annals of Dyslexia ( IF 2.275 ) Pub Date : 2021-03-31 , DOI: 10.1007/s11881-021-00223-3
Mariem M Elgendi 1 , Sherry H Stewart 1 , Elizabeth J MacKay 1 , S Hélène Deacon 1
Affiliation  

Reading difficulties have been associated with problems in psychological functioning, including challenges in both anxiety and self-efficacy. This study was designed to determine whether such psychological functioning problems are specific to the academic sphere or more global. First-year undergraduate students with and without a history of reading difficulties (n = 40 and 46, respectively) completed standardized questionnaires on general and academic anxiety, and social and academic self-efficacy. Students with a history of reading difficulties reported higher academic anxiety, but comparable general anxiety, relative to those with no such history. Students with a history of reading difficulties also reported lower academic self-efficacy, but comparable social self-efficacy, relative to those with no such history. These findings suggest that students with a history of reading difficulties, as compared to those without such history, experience academic-specific mental health symptoms involving heightened anxiety and low self-efficacy as they enter university. These results point to the need for focused and targeted assessments to be able to capture difficulties they experience with anxiety and self-efficacy and interventions to help them cope with these difficulties. More broadly, the findings have implications for how universities assess academic vulnerabilities and provide access to specific course accommodations.



中文翻译:

具有阅读困难历史的大学生的心理功能的两个方面:焦虑和自我效能感

阅读困难与心理功能问题有关,包括焦虑和自我效能方面的挑战。这项研究旨在确定此类心理功能问题是特定于学术领域还是全球性的。有和没有阅读困难历史的一年级本科生(n分别为40和46)完成了关于一般和学业焦虑以及社会和学业自我效能感的标准化问卷。有阅读困难历史的学生相对于没有阅读历史的学生,其学习焦虑较高,但总体焦虑水平却相当。与没有阅读历史的学生相比,有阅读困难历史的学生的学业自我效能感也较低,但与之相比,其社会自我效能却相当。这些发现表明,与没有阅读历史的学生相比,有阅读困难历史的学生在进入大学时会经历特定于学术的心理健康症状,其中包括焦虑加剧和自我效能低下。这些结果表明,需要进行有针对性和针对性的评估,以发现他们在焦虑和自我效能感方面遇到的困难,并采取干预措施来帮助他们应对这些困难。从更广泛的意义上讲,这些发现对大学如何评估学术弱点并提供访问特定课程的机会具有影响。

更新日期:2021-03-31
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