{"title":"Self-concept, creativity and developmental dyslexia in university students: Effects of age of assessment","authors":"Nicola Brunswick, Serena Bargary","doi":"10.1002/dys.1722","DOIUrl":null,"url":null,"abstract":"<p>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 (<i>M</i>age = 24.43 years), 72 with dyslexia; of these, 53% had been assessed in childhood (<i>M</i>age = 11.89 years), 47% in adulthood (<i>M</i>age = 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.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9543102/pdf/","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1722","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 4
Abstract
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.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine