Assessing the relationship between dyslexia, psychological distress, and academic self-efficacy among Nigerian university undergraduates.

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Education and Health Promotion Pub Date : 2024-08-29 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_1652_23
Bede C Akpunne, Oladoyin Idowu, Daniel O Kumuyi, Elizabeth N Akpunne
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引用次数: 0

Abstract

Background: Academic self-efficacy refers to the student's beliefs and attitudes toward their capabilities to achieve academic success, as well as belief in their ability to fulfil academic tasks and the successful learning of the materials. The influence of dyslexia on academic self-efficacy and psychological distress among Nigerian students is underresearched in this study. This study investigated the relationship between dyslexia, psychological distress, and academic self-efficacy.

Materials and method: A total of 460 undergraduates purposively drawn from the University of Lagos, Nigeria, of over 10,000 undergraduate population, with a mean age of 26 ± 5 years, responded to the Academic Self-Efficacy Scale, the dyslexia adult checklist, the 12-item General Health Questionnaire, and Adult Reading History Questionnaire. Data were analyzed descriptively, and the regression analysis and T-tests were used for statistical analysis, with a significance threshold of P < 0.05.

Results: The results showed that dyslexia is a significant predictor of academic self-efficacy (β = 0.34, t = 7.31, P < 0.01). Dyslexia strongly predicted performance in examination [β = 0.32, F = 48.18, P = 0.00], comprehension [β = 0.32, F = 33.54, P = 0.00], school adjustment [β = 0.32, F = 35.86, P = 0.00], reading skill [β = 0.21, F = 18.65, P = 0.00], working memory [β = 0.26, F = 28.5, P = 0.00], and time management [β = 0.21, F = 19.8, P = 0.00] among the undergraduates. In addition, dyslexia significantly predicted psychological distress [t 41) = 1.40, P = 0.65]. Gender had no significant influence on academic self-efficacy and psychological distress among the participants [t 41) = 1.33, P = 0.19].

Conclusion: Dyslexia is a strong predictor of academic self-efficacy and psychological distress. Male and female Nigerian undergraduates have similar academic self-efficacy and psychological distress.

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评估尼日利亚大学本科生阅读障碍、心理困扰和学业自我效能感之间的关系。
背景:学业自我效能感是指学生对自己取得学业成功的能力的信念和态度,以及对自己完成学业任务和成功学习教材的能力的信念。本研究对阅读障碍对尼日利亚学生的学业自我效能感和心理困扰的影响研究不足。本研究调查了阅读障碍、心理困扰和学业自我效能感之间的关系:从尼日利亚拉各斯大学 10,000 多名本科生中特意抽取了 460 名本科生,平均年龄为 26 ± 5 岁,他们回答了学业自我效能感量表、成人阅读障碍检查表、12 项一般健康问卷和成人阅读史问卷。数据采用描述性分析,统计分析采用回归分析和T检验,显著性阈值为P<0.05:结果显示,阅读障碍对学业自我效能感有显著的预测作用(β=0.34,t=7.31,P<0.01)。阅读障碍对考试成绩[β = 0.32,F = 48.18,P = 0.00]、理解能力[β = 0.32,F = 33.54,P = 0.00]、学校适应能力[β = 0.32,F = 35.86,P = 0.00]、阅读技能[β=0.21,F=18.65,P=0.00]、工作记忆[β=0.26,F=28.5,P=0.00]和时间管理[β=0.21,F=19.8,P=0.00]。此外,阅读障碍还能显著预测心理困扰[t 41) = 1.40,P = 0.65]。性别对参与者的学业自我效能感和心理困扰没有明显影响 [t 41) = 1.33,P = 0.19]:阅读障碍是学业自我效能感和心理困扰的重要预测因素。尼日利亚男女大学生的学业自我效能感和心理压力相似。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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