{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T02:52:13Z","timestamp":1790304733313,"version":"4.1.0"},"reference-count":94,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2023,2,15]],"date-time":"2023-02-15T00:00:00Z","timestamp":1676419200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"MIUR to the Department of General Psychology","award":["(DM 11\/05\/2017 n. 262)"],"award-info":[{"award-number":["(DM 11\/05\/2017 n. 262)"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2024,1]]},"abstract":"<jats:p>\n                    Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males;\n                    <jats:italic toggle=\"yes\">M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    = 22.7;\n                    <jats:italic toggle=\"yes\">SD<\/jats:italic>\n                    = 3.56; age range = 19\u201345 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.\n                  <\/jats:p>","DOI":"10.1177\/00222194221150786","type":"journal-article","created":{"date-parts":[[2023,2,15]],"date-time":"2023-02-15T07:32:06Z","timestamp":1676446326000},"page":"16-29","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":34,"title":["Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors"],"prefix":"10.1177","volume":"57","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3057-9039","authenticated-orcid":false,"given":"Nicole","family":"Casali","sequence":"first","affiliation":[{"name":"University of Padova, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chiara","family":"Meneghetti","sequence":"additional","affiliation":[{"name":"University of Padova, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Carla","family":"Tinti","sequence":"additional","affiliation":[{"name":"University of Turin, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6420-1923","authenticated-orcid":false,"given":"Anna","family":"Maria Re","sequence":"additional","affiliation":[{"name":"University of Turin, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8752-5365","authenticated-orcid":false,"given":"Barbara","family":"Sini","sequence":"additional","affiliation":[{"name":"University of Turin, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria Chiara","family":"Passolunghi","sequence":"additional","affiliation":[{"name":"University of Trieste, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Antonella","family":"Valenti","sequence":"additional","affiliation":[{"name":"University of Calabria, Rende, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lorena","family":"Montesano","sequence":"additional","affiliation":[{"name":"University of Calabria, Rende, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gerardo","family":"Pellegrino","sequence":"additional","affiliation":[{"name":"University of Padova, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Barbara","family":"Carretti","sequence":"additional","affiliation":[{"name":"University of Padova, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2023,2,15]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https:\/\/doi.org\/10.1176\/appi.books.9780890425596","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_3_2_3_1","doi-asserted-by":"crossref","unstructured":"Baird G. L. Scott W. D. Dearing E. Hamill S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: Academic self-efficacy theories of intelligence learning vs. performance goal preferences and effort attributions. Journal of Social and Clinical Psychology 28(7) 881\u2013908. https:\/\/doi.org\/10.1521\/jscp.2009.28.7.881","DOI":"10.1521\/jscp.2009.28.7.881"},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","unstructured":"Balkis M. Duru E. (2016). Procrastination self-regulation failure academic life satisfaction and affective well-being: Underregulation or misregulation form. European Journal of Psychology of Education 31(3) 439\u2013459. https:\/\/doi.org\/10.1007\/s10212-015-0266-5","DOI":"10.1007\/s10212-015-0266-5"},{"key":"e_1_3_2_5_1","volume-title":"Self-efficacy: The exercise of control","author":"Bandura A.","year":"1997","unstructured":"Bandura A. (1997). Self-efficacy: The exercise of control. W.H. Freeman."},{"key":"e_1_3_2_6_1","doi-asserted-by":"crossref","unstructured":"Ben-Eliyahu A. (2019). Academic emotional learning: A critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist 54(2) 84\u2013105. https:\/\/doi.org\/10.1080\/00461520.2019.1582345","DOI":"10.1080\/00461520.2019.1582345"},{"key":"e_1_3_2_7_1","doi-asserted-by":"crossref","unstructured":"Ben-Eliyahu A. Bernacki M. L. (2015). Addressing complexities in self-regulated learning: A focus on contextual factors contingencies and dynamic relations. Metacognition and Learning 10(1) 1\u201313. https:\/\/doi.org\/10.1007\/s11409-015-9134-6","DOI":"10.1007\/s11409-015-9134-6"},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","unstructured":"Bono G. Reil K. Hescox J. (2020). Stress and wellbeing in urban college students in the U.S. during the COVID-19 pandemic: Can grit and gratitude help? International Journal of Wellbeing 10(3) 39\u201357. https:\/\/doi.org\/10.5502\/ijw.v10i3.1331","DOI":"10.5502\/ijw.v10i3.1331"},{"key":"e_1_3_2_9_1","doi-asserted-by":"crossref","unstructured":"Bruna M. O. Brabete A. C. Izquierdo J. M. A. (2019). Reliability generalization as a seal of quality of substantive meta-analyses: The case of the VIA inventory of strengths (VIA-IS) and their relationships to life satisfaction. Psychological Reports 122(3) 1167\u20131188. https:\/\/doi.org\/10.1177\/0033294118779198","DOI":"10.1177\/0033294118779198"},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Cancer A. Manzoli S. Antonietti A. (2016). The alleged link between creativity and dyslexia: Identifying the specific process in which dyslexic students excel. Cogent Psychology 3(1) 1190309. https:\/\/doi.org\/10.1080\/23311908.2016.1190309","DOI":"10.1080\/23311908.2016.1190309"},{"key":"e_1_3_2_11_1","doi-asserted-by":"crossref","unstructured":"Capone V. Caso D. Donizzetti A. R. Procentese F. (2020). University student mental well-being during COVID-19 outbreak: What are the relationships between information seeking perceived risk and personal resources related to the academic context? Sustainability 12(17) 7039. https:\/\/doi.org\/10.3390\/su12177039","DOI":"10.3390\/su12177039"},{"key":"e_1_3_2_12_1","doi-asserted-by":"crossref","unstructured":"Casali N. Ghisi M. Meneghetti C. (2022). The role of general and study-related intraindividual factors on academic learning outcomes under COVID-19: A cross-sectional and longitudinal analysis. Education Sciences 12(2) 101. https:\/\/doi.org\/10.3390\/educsci12020101","DOI":"10.3390\/educsci12020101"},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Cattell R. B. (1940). A Culture-Free Intelligence Test. I. Journal of Educational Psychology 31(3) 161\u2013179. https:\/\/doi.org\/10.1037\/h0059043","DOI":"10.1037\/h0059043"},{"issue":"2","key":"e_1_3_2_14_1","first-page":"100","article-title":"Social and emotional learning for children with learning disability: Implications for inclusion","volume":"9","author":"Cavioni V.","year":"2017","unstructured":"Cavioni V., Grazzani I., Ornaghi V. (2017). Social and emotional learning for children with learning disability: Implications for inclusion. International Journal of Emotional Education, 9(2), 100\u2013109.","journal-title":"International Journal of Emotional Education"},{"key":"e_1_3_2_15_1","volume-title":"Statistical power analysis for the behavioral sciences","author":"Cohen J.","year":"1988","unstructured":"Cohen J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.","edition":"2"},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"Cred\u00e9 M. Tynan M. C. Harms P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology 113(3) 492\u2013511. https:\/\/doi.org\/10.1037\/pspp0000102","DOI":"10.1037\/pspp0000102"},{"key":"e_1_3_2_17_1","volume-title":"Test AMOS-Abilit\u00e0 e motivazione allo studio: Prove di valutazione e orientamento per la scuola secondaria di secondo grado e l\u2019universit\u00e0: Nuova edizione","author":"De Beni R.","year":"2014","unstructured":"De Beni R., Zamperlin C., Meneghetti C., Cornoldi C., Fabris M., Tona G. D. M., Mo\u00e8 A. (2014). Test AMOS-Abilit\u00e0 e motivazione allo studio: Prove di valutazione e orientamento per la scuola secondaria di secondo grado e l\u2019universit\u00e0: Nuova edizione [AMOS test-Abilities and motivation towards studying: Evaluation and orientation tests for high school and university. New edition]. Edizioni Centro Studi Erickson."},{"key":"e_1_3_2_18_1","doi-asserted-by":"crossref","unstructured":"Deshler D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly 28(2) 122\u2013124. https:\/\/doi.org\/10.2307\/1593609","DOI":"10.2307\/1593609"},{"key":"e_1_3_2_19_1","doi-asserted-by":"crossref","unstructured":"Diener E. Emmons R. A. Larsen R. J. Griffin S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment 49(1) 71\u201375. https:\/\/doi.org\/10.1207\/s15327752jpa4901_13","DOI":"10.1207\/s15327752jpa4901_13"},{"key":"e_1_3_2_20_1","doi-asserted-by":"crossref","unstructured":"Di Fabio A. Gori A. (2016). Measuring adolescent life satisfaction: Psychometric properties of the satisfaction with life scale in a sample of Italian adolescents and young adults. Journal of Psychoeducational Assessment 34(5) 501\u2013506. https:\/\/doi.org\/10.1177\/0734282915621223","DOI":"10.1177\/0734282915621223"},{"key":"e_1_3_2_21_1","doi-asserted-by":"crossref","unstructured":"Diseth \u00c5. Danielsen A. G. Samdal O. (2012). A path analysis of basic need support self-efficacy achievement goals life satisfaction and academic achievement level among secondary school students. Educational Psychology 32(3) 335\u2013354. https:\/\/doi.org\/10.1080\/01443410.2012.657159","DOI":"10.1080\/01443410.2012.657159"},{"key":"e_1_3_2_22_1","doi-asserted-by":"crossref","unstructured":"Duckworth A. L. Peterson C. Matthews M. D. Kelly D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology 92(6) 1087\u20131101. https:\/\/doi.org\/10.1037\/0022-3514.92.6.1087","DOI":"10.1037\/0022-3514.92.6.1087"},{"key":"e_1_3_2_23_1","doi-asserted-by":"crossref","unstructured":"Duckworth A. L. Quinn P. D. (2009). Development and Validation of the Short Grit Scale (Grit\u2013S). Journal of Personality Assessment 91(2) 166\u2013174. https:\/\/doi.org\/10.1080\/00223890802634290","DOI":"10.1080\/00223890802634290"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Dweck C. S. Leggett E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review 95(2) 256\u2013273. https:\/\/doi.org\/10.1037\/0033-295X.95.2.256","DOI":"10.1037\/\/0033-295X.95.2.256"},{"key":"e_1_3_2_25_1","doi-asserted-by":"crossref","unstructured":"Ehardt K. (2009). Dyslexia not disorder. Dyslexia 15(4) 363\u2013366. https:\/\/doi.org\/10.1002\/dys.379","DOI":"10.1002\/dys.379"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Eysenbach G. (2004). Improving the quality of web surveys: The checklist for reporting results of Internet e-surveys (CHERRIES). Journal of Medical Internet Research 6(3) Article e34. https:\/\/doi.org\/10.2196\/jmir.6.3.e34","DOI":"10.2196\/jmir.6.3.e34"},{"key":"e_1_3_2_27_1","doi-asserted-by":"crossref","unstructured":"Feraco T. Casali N. Meneghetti C. (2021). Do strengths converge into virtues? An item- virtue- and scale-level analysis of the Italian values in action inventory of strengths-120. Journal of Personality Assessment 104 395\u2013407. https:\/\/doi.org\/10.1080\/00223891.2021.1934481","DOI":"10.1080\/00223891.2021.1934481"},{"key":"e_1_3_2_28_1","doi-asserted-by":"crossref","unstructured":"Feraco T. Resnati D. Fregonese D. Spoto A. Meneghetti C. (2021). Soft skills and extracurricular activities sustain motivation and self-regulated learning at school. The Journal of Experimental Education 90 550\u2013569. https:\/\/doi.org\/10.1080\/00220973.2021.1873090","DOI":"10.1080\/00220973.2021.1873090"},{"key":"e_1_3_2_29_1","doi-asserted-by":"crossref","unstructured":"Feraco T. Resnati D. Fregonese D. Spoto A. Meneghetti C. (2022). An integrated model of school students\u2019 academic achievement and life satisfaction. Linking soft skills extracurricular activities self-regulated learning motivation and emotions. European Journal of Psychology of Education. Advance online publication. https:\/\/doi.org\/10.1007\/s10212-022-00601-4","DOI":"10.1007\/s10212-022-00601-4"},{"key":"e_1_3_2_30_1","doi-asserted-by":"crossref","unstructured":"Fong C. J. Kim Y. Davis C. W. Hoang T. Kim Y. W. (2017). A meta-analysis on critical thinking and community college student achievement. Thinking Skills and Creativity 26 71\u201383. https:\/\/doi.org\/10.1016\/j.tsc.2017.06.002","DOI":"10.1016\/j.tsc.2017.06.002"},{"key":"e_1_3_2_31_1","doi-asserted-by":"crossref","unstructured":"Gajda A. Karwowski M. Beghetto R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology 109(2) 269\u2013299. https:\/\/doi.org\/10.1037\/edu0000133","DOI":"10.1037\/edu0000133"},{"key":"e_1_3_2_32_1","doi-asserted-by":"crossref","unstructured":"Ghisi M. Bottesi G. Re A. M. Cerea S. Mammarella I. C. (2016). Socioemotional features and resilience in Italian university students with and without dyslexia. Frontiers in Psychology 7 Article 478. https:\/\/doi.org\/10.3389\/fpsyg.2016.00478","DOI":"10.3389\/fpsyg.2016.00478"},{"key":"e_1_3_2_33_1","doi-asserted-by":"crossref","unstructured":"Hatcher J. Snowling M. J. Griffiths Y. M. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of Educational Psychology 72(1) 119\u2013133. https:\/\/doi.org\/10.1348\/000709902158801","DOI":"10.1348\/000709902158801"},{"key":"e_1_3_2_34_1","doi-asserted-by":"crossref","unstructured":"Heckman J. Kautz T. (2012). Hard evidence on soft skills. National Bureau of Economic Research. https:\/\/doi.org\/10.3386\/w18121","DOI":"10.3386\/w18121"},{"key":"e_1_3_2_35_1","doi-asserted-by":"crossref","unstructured":"Hen M. Goroshit M. (2014). Academic procrastination emotional intelligence academic self-efficacy and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities 47(2) 116\u2013124. https:\/\/doi.org\/10.1177\/0022219412439325","DOI":"10.1177\/0022219412439325"},{"key":"e_1_3_2_36_1","doi-asserted-by":"crossref","unstructured":"Hofer J. Busch H. K\u00e4rtner J. (2011). Self-regulation and well-being: The influence of identity and motives. European Journal of Personality 25(3) 211\u2013224. https:\/\/doi.org\/10.1002\/per.789","DOI":"10.1002\/per.789"},{"key":"e_1_3_2_37_1","doi-asserted-by":"crossref","unstructured":"Hu T. Zhang D. Wang J. (2015). A meta-analysis of the trait resilience and mental health. Personality and Individual Differences 76 18\u201327. https:\/\/doi.org\/10.1016\/j.paid.2014.11.039","DOI":"10.1016\/j.paid.2014.11.039"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"Huebner E. S. Zullig K. J. Saha R. (2012). Factor structure and reliability of an abbreviated version of the multidimensional students\u2019 life satisfaction scale. Child Indicators Research 5(4) 651\u2013657. https:\/\/doi.org\/10.1007\/s12187-012-9140-z","DOI":"10.1007\/s12187-012-9140-z"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Kandemir M. (2014). Reasons of academic procrastination: Self-regulation academic self-efficacy life satisfaction and demographics variables. Procedia\u2014Social and Behavioral Sciences 152 188\u2013193. https:\/\/doi.org\/10.1016\/j.sbspro.2014.09.179","DOI":"10.1016\/j.sbspro.2014.09.179"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Karris Bachik M. A. Carey G. Craighead W. E. (2021). VIA character strengths among U.S. college students and their associations with happiness well-being resiliency academic success and psychopathology. The Journal of Positive Psychology 16(4) 512\u2013525. https:\/\/doi.org\/10.1080\/17439760.2020.1752785","DOI":"10.1080\/17439760.2020.1752785"},{"key":"e_1_3_2_41_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-6300-591-3"},{"key":"e_1_3_2_42_1","doi-asserted-by":"crossref","unstructured":"Lackaye T. D. Margalit M. (2006). Comparisons of achievement effort and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities 39(5) 432\u2013446. https:\/\/doi.org\/10.1177\/00222194060390050501","DOI":"10.1177\/00222194060390050501"},{"key":"e_1_3_2_43_1","doi-asserted-by":"crossref","unstructured":"Lam K. K. L. Zhou M. (2019). Examining the relationship between grit and academic achievement within K-12 and higher education: A systematic review. Psychology in the Schools 56(10) 1654\u20131686. https:\/\/doi.org\/10.1002\/pits.22302","DOI":"10.1002\/pits.22302"},{"key":"e_1_3_2_44_1","doi-asserted-by":"crossref","unstructured":"Lam K. K. L. Zhou M. (2020). A serial mediation model testing growth mindset life satisfaction and perceived distress as predictors of perseverance of effort. Personality and Individual Differences 167 110262. https:\/\/doi.org\/10.1016\/j.paid.2020.110262","DOI":"10.1016\/j.paid.2020.110262"},{"key":"e_1_3_2_45_1","doi-asserted-by":"crossref","unstructured":"Lauriola M. Litman J. A. Mussel P. De Santis R. Crowson H. M. Hoffman R. R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences 83 202\u2013207. https:\/\/doi.org\/10.1016\/j.paid.2015.04.017","DOI":"10.1016\/j.paid.2015.04.017"},{"key":"e_1_3_2_46_1","doi-asserted-by":"crossref","unstructured":"Lavy S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life 15(2) 573\u2013596. https:\/\/doi.org\/10.1007\/s11482-018-9700-6","DOI":"10.1007\/s11482-018-9700-6"},{"key":"e_1_3_2_47_1","doi-asserted-by":"crossref","unstructured":"Li K. (2019). MOOC learners\u2019 demographics self-regulated learning strategy perceived learning and satisfaction: A structural equation modeling approach. Computers & Education 132 16\u201330. https:\/\/doi.org\/10.1016\/j.compedu.2019.01.003","DOI":"10.1016\/j.compedu.2019.01.003"},{"issue":"2","key":"e_1_3_2_48_1","first-page":"145","article-title":"Reasons university students with a learning disability wait to seek disability services","volume":"25","author":"Lightner K. L.","year":"2012","unstructured":"Lightner K. L., Kipps-Vaughan D., Schulte T., Trice A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Education and Disability, 25(2), 145\u2013159.","journal-title":"Journal of Postsecondary Education and Disability"},{"key":"e_1_3_2_49_1","doi-asserted-by":"crossref","unstructured":"Linkins M. Niemiec R. M. Gillham J. Mayerson D. (2015). Through the lens of strength: A framework for educating the heart. The Journal of Positive Psychology 10(1) 64\u201368. https:\/\/doi.org\/10.1080\/17439760.2014.888581","DOI":"10.1080\/17439760.2014.888581"},{"key":"e_1_3_2_50_1","doi-asserted-by":"crossref","unstructured":"Litman J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences 44(7) 1585\u20131595. https:\/\/doi.org\/10.1016\/j.paid.2008.01.014","DOI":"10.1016\/j.paid.2008.01.014"},{"key":"e_1_3_2_51_1","doi-asserted-by":"crossref","unstructured":"Lombardi A. R. Kowitt J. S. Staples F. E. (2015). Correlates of critical thinking and college and career readiness for students with and without disabilities. Career Development and Transition for Exceptional Individuals 38(3) 142\u2013151. https:\/\/doi.org\/10.1177\/2165143414534888","DOI":"10.1177\/2165143414534888"},{"key":"e_1_3_2_52_1","doi-asserted-by":"publisher","DOI":"10.65030\/idr.07006"},{"key":"e_1_3_2_53_1","doi-asserted-by":"crossref","unstructured":"MacCann C. Jiang Y. Brown L. E. R. Double K. S. Bucich M. Minbashian A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin 146(2) 150\u2013186. https:\/\/doi.org\/10.1037\/bul0000219","DOI":"10.1037\/bul0000219"},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","unstructured":"MacCullagh L. Bosanquet A. Badcock N. A. (2017). University students with dyslexia: A qualitative exploratory study of learning practices challenges and strategies. Dyslexia 23(1) 3\u201323. https:\/\/doi.org\/10.1002\/dys.1544","DOI":"10.1002\/dys.1544"},{"key":"e_1_3_2_55_1","doi-asserted-by":"crossref","unstructured":"Madaus J. W. Zhao J. Ruban L. (2008). Employment satisfaction of university graduates with learning disabilities. Remedial and Special Education 29(6) 323\u2013332. https:\/\/doi.org\/10.1177\/0741932507312012","DOI":"10.1177\/0741932507312012"},{"key":"e_1_3_2_56_1","doi-asserted-by":"crossref","unstructured":"Majeed N. M. Hartanto A. Tan J. J. X. (2021). Developmental dyslexia and creativity: A meta-analysis. Dyslexia 27(2) 187\u2013203. https:\/\/doi.org\/10.1002\/dys.1677","DOI":"10.1002\/dys.1677"},{"key":"e_1_3_2_57_1","doi-asserted-by":"crossref","unstructured":"Martz E. Livneh H. (2016). Psychosocial adaptation to disability within the context of positive psychology: Findings from the literature. Journal of Occupational Rehabilitation 26(1) 4\u201312. https:\/\/doi.org\/10.1007\/s10926-015-9598-x","DOI":"10.1007\/s10926-015-9598-x"},{"key":"e_1_3_2_58_1","doi-asserted-by":"crossref","unstructured":"McCullough G. Huebner E. S. (2003). Life satisfaction reports of adolescents with learning disabilities and normally achieving adolescents. Journal of Psychoeducational Assessment 21(4) 311\u2013324. https:\/\/doi.org\/10.1177\/073428290302100401","DOI":"10.1177\/073428290302100401"},{"key":"e_1_3_2_59_1","doi-asserted-by":"crossref","unstructured":"Mega C. Ronconi L. De Beni R. (2014). What makes a good student? How emotions self-regulated learning and motivation contribute to academic achievement. Journal of Educational Psychology 106(1) 121\u2013131. https:\/\/doi.org\/10.1037\/a0033546","DOI":"10.1037\/a0033546"},{"key":"e_1_3_2_60_1","first-page":"115","article-title":"Accrescere la consapevolezza degli studenti come soggetti in formazione: Utilizzo, e validazione del motivated strategies for learning questionnaire in Italia","volume":"1","author":"Moretti G.","year":"2018","unstructured":"Moretti G., Giuliani A., Morini A. (2018). Accrescere la consapevolezza degli studenti come soggetti in formazione: Utilizzo, e validazione del motivated strategies for learning questionnaire in Italia [Increasing awareness of students as learning subject: Use and validation of the motivated strategies for learning questionnaire in Italy]. Giornale Italiano della ricerca educativa, 1, 115\u2013131.","journal-title":"Giornale Italiano della ricerca educativa"},{"key":"e_1_3_2_61_1","doi-asserted-by":"crossref","unstructured":"Mortimore T. Crozier W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education 31(2) 235\u2013251. https:\/\/doi.org\/10.1080\/03075070600572173","DOI":"10.1080\/03075070600572173"},{"key":"e_1_3_2_62_1","doi-asserted-by":"crossref","unstructured":"Muenks K. Wigfield A. Yang J. S. O\u2019Neal C. R. (2017). How true is grit? Assessing its relations to high school and college students\u2019 personality characteristics self-regulation engagement and achievement. Journal of Educational Psychology 109(5) 599\u2013620. https:\/\/doi.org\/10.1037\/edu0000153","DOI":"10.1037\/edu0000153"},{"key":"e_1_3_2_63_1","doi-asserted-by":"crossref","unstructured":"Mugnaini D. Lassi S. La Malfa G. Albertini G. (2009). Internalizing correlates of dyslexia. World Journal of Pediatrics 5(4) 255\u2013264. https:\/\/doi.org\/10.1007\/s12519-009-0049-7","DOI":"10.1007\/s12519-009-0049-7"},{"key":"e_1_3_2_64_1","doi-asserted-by":"crossref","unstructured":"Newman L. A. Madaus J. W. Lalor A. R. Javitz H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals 42(1) 6\u201316. https:\/\/doi.org\/10.1177\/2165143418811288","DOI":"10.1177\/2165143418811288"},{"issue":"1","key":"e_1_3_2_65_1","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1177\/215416471705200103","article-title":"Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology","volume":"52","author":"Niemiec R. M.","year":"2017","unstructured":"Niemiec R. M., Shogren K. A., Wehmeyer M. L. (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52(1), 13\u201325.","journal-title":"Education and Training in Autism and Developmental Disabilities"},{"key":"e_1_3_2_66_1","doi-asserted-by":"crossref","unstructured":"Olofsson \u00c5. Ahl A. Taube K. (2012). Learning and study strategies in university students with dyslexia: Implications for teaching. Procedia\u2014Social and Behavioral Sciences 47 1184\u20131193. https:\/\/doi.org\/10.1016\/j.sbspro.2012.06.798","DOI":"10.1016\/j.sbspro.2012.06.798"},{"key":"e_1_3_2_67_1","doi-asserted-by":"crossref","unstructured":"O\u2019Sullivan G. (2011). The relationship between hope eustress self-efficacy and life satisfaction among undergraduates. Social Indicators Research 101(1) 155\u2013172. https:\/\/doi.org\/10.1007\/s11205-010-9662-z","DOI":"10.1007\/s11205-010-9662-z"},{"key":"e_1_3_2_68_1","doi-asserted-by":"crossref","unstructured":"Panadero E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology 8 Article 422. https:\/\/doi.org\/10.3389\/fpsyg.2017.00422","DOI":"10.3389\/fpsyg.2017.00422"},{"key":"e_1_3_2_69_1","volume-title":"Character strengths and virtues: A handbook and classification","author":"Peterson C.","year":"2004","unstructured":"Peterson C., Seligman M. E. P. (2004). Character strengths and virtues: A handbook and classification. American Psychological Association."},{"key":"e_1_3_2_70_1","doi-asserted-by":"crossref","unstructured":"Pino M. Mortari L. (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia 20(4) 346\u2013369. https:\/\/doi.org\/10.1002\/dys.1484","DOI":"10.1002\/dys.1484"},{"key":"e_1_3_2_71_1","volume-title":"A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)","author":"Pintrich P. R.","year":"1991","unstructured":"Pintrich P. R., Smith D. A. F., Garcia T., McKeachie W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning."},{"key":"e_1_3_2_72_1","doi-asserted-by":"crossref","unstructured":"Rabren K. Eaves R. C. Dunn C. Darch C. (2013). Students with learning disabilities\u2019 satisfaction employment and postsecondary education outcomes. Journal of Education and Learning 2(2) 14. https:\/\/doi.org\/10.5539\/jel.v2n2p14","DOI":"10.5539\/jel.v2n2p14"},{"key":"e_1_3_2_73_1","doi-asserted-by":"crossref","unstructured":"Reiff H. B. Hatzes N. M. Bramel M. H. Gibbon T. (2001). The relation of LD and gender with emotional intelligence in college students. Journal of Learning Disabilities 34(1) 66\u201378. https:\/\/doi.org\/10.1177\/002221940103400106","DOI":"10.1177\/002221940103400106"},{"key":"e_1_3_2_74_1","doi-asserted-by":"crossref","unstructured":"Richardson M. Abraham C. Bond R. (2012). Psychological correlates of university students\u2019 academic performance: A systematic review and meta-analysis. Psychological Bulletin 138(2) 353\u2013387. https:\/\/doi.org\/10.1037\/a0026838","DOI":"10.1037\/a0026838"},{"issue":"3","key":"e_1_3_2_75_1","first-page":"679","article-title":"The influence of goal orientation on student satisfaction, academic engagement and achievement","volume":"5","author":"Roebken H.","year":"2007","unstructured":"Roebken H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology, 5(3), 679\u2013704.","journal-title":"Electronic Journal of Research in Educational Psychology"},{"key":"e_1_3_2_76_1","doi-asserted-by":"crossref","unstructured":"Rosseel Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software 48(2) 1\u201336. https:\/\/doi.org\/10.18637\/jss.v048.i02","DOI":"10.18637\/jss.v048.i02"},{"key":"e_1_3_2_77_1","unstructured":"RStudio Team. (2020). RStudio: Integrated development for R. http:\/\/www.rstudio.com\/"},{"key":"e_1_3_2_78_1","doi-asserted-by":"crossref","unstructured":"Ruch W. Niemiec R. M. McGrath R. E. Gander F. Proyer R. T. (2020). Character strengths-based interventions: Open questions and ideas for future research. The Journal of Positive Psychology 15(5) 680\u2013684. https:\/\/doi.org\/10.1080\/17439760.2020.1789700","DOI":"10.1080\/17439760.2020.1789700"},{"key":"e_1_3_2_79_1","doi-asserted-by":"crossref","unstructured":"Sisk V. F. Burgoyne A. P. Sun J. Butler J. L. Macnamara B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science 29(4) 549\u2013571. https:\/\/doi.org\/10.1177\/0956797617739704","DOI":"10.1177\/0956797617739704"},{"key":"e_1_3_2_80_1","doi-asserted-by":"crossref","unstructured":"Sulla F. Renati R. Bonfiglio S. Rollo D. (2018 June 11\u201313). Italian students and the Grit-S: A self-report questionnaire for measuring perseverance and passion for long-term goals. IEEE International Symposium on Medical Measurements and Applications (MeMeA) Rome Italy. https:\/\/doi.org\/10.1109\/MeMeA.2018.8438668","DOI":"10.1109\/MeMeA.2018.8438668"},{"key":"e_1_3_2_81_1","doi-asserted-by":"crossref","unstructured":"Sumner E. Crane L. Hill E. L. (2021). Examining academic confidence and study support needs for university students with dyslexia and\/or developmental coordination disorder. Dyslexia 27(1) 94\u2013109. https:\/\/doi.org\/10.1002\/dys.1670","DOI":"10.1002\/dys.1670"},{"key":"e_1_3_2_82_1","doi-asserted-by":"crossref","unstructured":"Swanson H. L. Hsieh C.-J. (2009). Reading disabilities in adults: A selective meta-analysis of the literature. Review of Educational Research 79(4) 1362\u20131390. https:\/\/doi.org\/10.3102\/0034654309350931","DOI":"10.3102\/0034654309350931"},{"key":"e_1_3_2_83_1","doi-asserted-by":"crossref","unstructured":"Tabassam W. Grainger J. (2002). Self-concept attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly 25(2) 141\u2013151. https:\/\/doi.org\/10.2307\/1511280","DOI":"10.2307\/1511280"},{"issue":"1","key":"e_1_3_2_84_1","first-page":"43","article-title":"Profiles of and correlations among mindset, grit, and optimism in adolescents with learning disabilities: A pilot study","volume":"6","author":"Tuckwiller B. D.","year":"2017","unstructured":"Tuckwiller B. D., Dardick W. R., Kutscher E. L. (2017). Profiles of and correlations among mindset, grit, and optimism in adolescents with learning disabilities: A pilot study. Journal of Interdisciplinary Studies in Education, 6(1), 43.","journal-title":"Journal of Interdisciplinary Studies in Education"},{"key":"e_1_3_2_85_1","doi-asserted-by":"crossref","unstructured":"van der Zanden P. J. A. C. Denessen E. Cillessen A. H. N. Meijer P. C. (2018). Domains and predictors of first-year student success: A systematic review. Educational Research Review 23 57\u201377. https:\/\/doi.org\/10.1016\/j.edurev.2018.01.001","DOI":"10.1016\/j.edurev.2018.01.001"},{"key":"e_1_3_2_86_1","doi-asserted-by":"crossref","unstructured":"Vecchio G. M. Gerbino M. Pastorelli C. Del Bove G. Caprara G. V. (2007). Multi-faceted self-efficacy beliefs as predictors of life satisfaction in late adolescence. Personality and Individual Differences 43(7) 1807\u20131818. https:\/\/doi.org\/10.1016\/j.paid.2007.05.018","DOI":"10.1016\/j.paid.2007.05.018"},{"key":"e_1_3_2_87_1","doi-asserted-by":"crossref","unstructured":"von Stumm S. Ackerman P. L. (2013). Investment and intellect: A review and meta-analysis. Psychological Bulletin 139(4) 841\u2013869. https:\/\/doi.org\/10.1037\/a0030746","DOI":"10.1037\/a0030746"},{"key":"e_1_3_2_88_1","doi-asserted-by":"crossref","unstructured":"Wang Y. A. Rhemtulla M. (2021). Power analysis for parameter estimation in structural equation modeling: A discussion and tutorial. Advances in Methods and Practices in Psychological Science 4(1) 251524592091825. https:\/\/doi.org\/10.1177\/2515245920918253","DOI":"10.1177\/2515245920918253"},{"key":"e_1_3_2_89_1","doi-asserted-by":"crossref","unstructured":"Willcutt E. G. McGrath L. M. Pennington B. F. Keenan J. M. DeFries J. C. Olson R. K. Wadsworth S. J. (2019). Understanding comorbidity between specific learning disabilities. New Directions for Child and Adolescent Development 2019(165) 91\u2013109. https:\/\/doi.org\/10.1002\/cad.20291","DOI":"10.1002\/cad.20291"},{"key":"e_1_3_2_90_1","volume-title":"New vision for education: Unlocking the potential of technology","author":"World Economic Forum (WEF)","year":"2015","unstructured":"World Economic Forum (WEF). (2015). New vision for education: Unlocking the potential of technology. British Columbia teachers\u2019 federation."},{"key":"e_1_3_2_91_1","doi-asserted-by":"crossref","unstructured":"Yap S. T. Baharudin R. (2016). The relationship between adolescents\u2019 perceived parental involvement self-efficacy beliefs and subjective well-being: A multiple mediator model. Social Indicators Research 126(1) 257\u2013278. https:\/\/doi.org\/10.1007\/s11205-015-0882-0","DOI":"10.1007\/s11205-015-0882-0"},{"key":"e_1_3_2_92_1","doi-asserted-by":"crossref","unstructured":"Yu M. Novak J. A. Lavery M. R. Vostal B. R. Matuga J. M. (2018). Predicting college completion among students with learning disabilities. Career Development and Transition for Exceptional Individuals 41(4) 234\u2013244. https:\/\/doi.org\/10.1177\/2165143417750093","DOI":"10.1177\/2165143417750093"},{"key":"e_1_3_2_93_1","doi-asserted-by":"crossref","unstructured":"Zappulla C. Pace U. Lo Cascio V. Guzzo G. Huebner E. S. (2013). Factor structure and convergent validity of the long and abbreviated versions of the multidimensional students\u2019 life satisfaction scale in an Italian sample. Social Indicators Research 118(1) 57\u201369. https:\/\/doi.org\/10.1007\/s11205-013-0418-4","DOI":"10.1007\/s11205-013-0418-4"},{"key":"e_1_3_2_94_1","doi-asserted-by":"crossref","unstructured":"Zimmerman B. J. (2000). Attaining self-regulation. In Boekaerts M. Zeidner M. Pintrich P. R. (Eds.) Handbook of self-regulation (pp. 13\u201339). Elsevier. https:\/\/doi.org\/10.1016\/B978-012109890-2\/50031-7","DOI":"10.1016\/B978-012109890-2\/50031-7"},{"key":"e_1_3_2_95_1","doi-asserted-by":"crossref","unstructured":"Zisimopoulos D. A. Galanaki E. P. (2009). Academic intrinsic motivation and perceived academic competence in Greek elementary students with and without learning disabilities. Learning Disabilities Research & Practice 24(1) 33\u201343. https:\/\/doi.org\/10.1111\/j.1540-5826.2008.01275.x","DOI":"10.1111\/j.1540-5826.2008.01275.x"}],"updated-by":[{"DOI":"10.1177\/00222194241247904","type":"correction","label":"Correction","source":"publisher","updated":{"date-parts":[[2024,4,11]],"date-time":"2024-04-11T00:00:00Z","timestamp":1712793600000}}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194221150786","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194221150786","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194221150786","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:41:00Z","timestamp":1777617660000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194221150786"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023,2,15]]},"references-count":94,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2024,1]]}},"alternative-id":["10.1177\/00222194221150786"],"URL":"https:\/\/doi.org\/10.1177\/00222194221150786","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023,2,15]]}}}