{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T21:22:09Z","timestamp":1785619329933,"version":"3.56.0"},"reference-count":79,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2024,7,26]],"date-time":"2024-07-26T00:00:00Z","timestamp":1721952000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>In this study, we analyzed the emotional and motivational aspects characterizing the profile of university students with Specific Learning Disorders (SLD). We assessed 61 university students, 32 with SLD (age\u2009=\u200923.6) and 29 in the control group (age\u2009=\u200923.00). The results highlighted that individuals with SLD exhibit higher levels of anxiety and depression and lower resilience compared to the control group. The Multidimensional Perfectionism Scale \u2013 Short Form, which explores perfectionism, did not reveal differences between the groups. Conversely, lower scores emerged in SLD students for the intrinsic motivation sub-scales of the Academic Motivation Scale. This indicates less engagement in studying out of personal cognitive curiosity. The Self-Regulated Knowledge Scale \u2013 University, which measures various cognitive strategies, showed significantly lower scores in the SLD group for knowledge linking, knowledge training, and knowledge critique. This suggests a lower frequency with which SLD students attempt to connect new knowledge with what they already possess, apply their knowledge, ask questions, and critically analyze what they have learned. Therefore, psychological and motivational consequences are evident in this population and can impact well-being and quality of life.<\/jats:p>","DOI":"10.3389\/fpsyg.2024.1365980","type":"journal-article","created":{"date-parts":[[2024,7,26]],"date-time":"2024-07-26T04:57:25Z","timestamp":1721969845000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":26,"title":["Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students"],"prefix":"10.3389","volume":"15","author":[{"given":"Marika","family":"Iaia","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Francesca","family":"Vizzi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria Diletta","family":"Carlino","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marco","family":"Turi","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chiara Valeria","family":"Marinelli","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paola","family":"Angelelli","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2024,7,26]]},"reference":[{"key":"ref1","year":"2022"},{"key":"ref2","first-page":"211","article-title":"The academic motivation scale (AMS): factorial structure, invariance, and validity in the Italian context","volume":"15","author":"Alivernini","year":"2008","journal-title":"TPM"},{"key":"ref3","volume-title":"Diagnostic and statistical manual of mental disorders","year":"2013"},{"key":"ref4","doi-asserted-by":"publisher","first-page":"461","DOI":"10.1177\/002221949602900502","article-title":"Computer-based study strategies for students with learning disabilities: individual differences associated with adoption level","volume":"29","author":"Anderson-Inman","year":"1996","journal-title":"J. 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