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Article

Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

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Department of Psychology, Catholic University of Milan, 20123 Milano, Italy
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Department of Psychology, University of Milan-Bicocca, 20126 Milano, Italy
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A.R.P. Associazione per la Ricerca in Psicologia Clinica, 20123 Milan, Italy
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Dipartimento di Studi Umanistici, Università degli Studi di Urbino “Carlo Bo”, 61029 Urbino, Italy
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Fondazione IRCCS Istituto Neurologico Carlo Besta, 20133 Milano, Italy
*
Author to whom correspondence should be addressed.
Academic Editors: Livia Taverna and Antonella Brighi
Behav. Sci. 2021, 11(7), 103; https://doi.org/10.3390/bs11070103
Received: 4 May 2021 / Revised: 9 July 2021 / Accepted: 9 July 2021 / Published: 16 July 2021
Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student. View Full-Text
Keywords: specific learning disorder; learning difficulties; well-being; school engagement; school climate specific learning disorder; learning difficulties; well-being; school engagement; school climate
MDPI and ACS Style

Lombardi, E.; Traficante, D.; Bettoni, R.; Offredi, I.; Vernice, M.; Sarti, D. Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behav. Sci. 2021, 11, 103. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070103

AMA Style

Lombardi E, Traficante D, Bettoni R, Offredi I, Vernice M, Sarti D. Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behavioral Sciences. 2021; 11(7):103. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070103

Chicago/Turabian Style

Lombardi, Elisabetta, Daniela Traficante, Roberta Bettoni, Ilaria Offredi, Mirta Vernice, and Daniela Sarti. 2021. "Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study" Behavioral Sciences 11, no. 7: 103. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070103

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