Difficulty in Writing Perceived by University Students

A Comparison of Inaccurate Writers with and without Diagnostic Certification

Bibliographic Data

ID15718794
AuthorsChiara Malagoli (0000-0001-6872-2315, University of Florence, corresponding author), Mirella Zanobini (0000-0001-8646-3767, University of Genoa), Carlo Chiorri (0000-0002-1640-3897, University of Genoa), Lucia Bigozzi (0000-0002-5685-633X, University of Florence)
Year2021
Volume8
Issue2
Pages88-88
Publication date2021-01-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children8020088
PMID33513746
OpenAlexW3126036251
LanguageEN
References cited36

Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed

Certification · Competence (human resources · Developmental psychology · Learning disability · Percentile · Percentile rank · Perception · Clinical Psychology · Disability Education and Employment · Educational and Psychological Assessments · Psychology · Reading and Literacy Development · Social Psychology

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