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.

中文翻译：

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大学生自我概念、创造力和发展性阅读障碍：评估年龄的影响

教育经历往往会影响自我概念。因此，患有阅读障碍的读者可能会自尊心和自我效能感低下，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以取得成功，但研究结果不一致，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（M年龄 = 24.43 岁），其中 72 名患有阅读障碍；其中，53% 在儿童期（M年龄 = 11.89 岁），47% 在成年期（M年龄 = 27.38 岁）。一项调查评估了自尊、自我效能、创造力和估计的智力。患有阅读障碍的学生报告自尊、自我效能和估计智力水平较低。当考虑评估年龄时，那些早期评估的人表现出较低的自尊和自我效能，但在估计的智力方面没有差异。那些评估较晚的人显示出较低的估计智力和自尊心，但自我效能感没有差异。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的自我认知的重要性。