Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between “school” and “failure”. The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.

中文翻译：

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消除学生评价中的学术框架可提高阅读障碍儿童的成绩：能力自我判断的中介作用

众所周知，自我判断在学业成就中起着至关重要的作用，因此，可能会对患有阅读障碍的学生产生影响。他们的自我判断可能反映了针对残疾人的低能力的负面刻板印象。他们反复的学业失败可能导致“学校”和“失败”之间的负面关联。本研究的目的是调查这些因素如何导致阅读障碍学生的学业失败。参与者是 183 名法国中学生。我们评估学生的自我判断并操纵表演任务的框架，以便学生完成学术和非学术形式的识字任务。我们预计阅读障碍会对学术表现产生不利影响，但在非学术任务中则不会。我们还期望自我判断能够解释这种差异。患有阅读障碍的学生认为自己的能力不如没有阅读障碍的学生。值得注意的是，结构方程模型显示，与没有阅读障碍的学生相比，阅读障碍的学生在学术任务中表现不佳。这种差异不再出现在非学术任务中。能力的自我判断是有和没有阅读障碍学生在学校表现的预测指标，其影响与任务的学术特征被强调的方式有关。这种差异不再出现在非学术任务中。能力的自我判断是有和没有阅读障碍学生在学校表现的预测指标，其影响与任务的学术特征被强调的方式有关。这种差异不再出现在非学术任务中。能力的自我判断是有和没有阅读障碍学生在学校表现的预测指标，其影响与任务的学术特征被强调的方式有关。