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Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies: A Comparison between Young Adults with and without Specific Learning Difficulties

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Title: Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies: A Comparison between Young Adults with and without Specific Learning Difficulties
Language: English
Authors: Giorgia Morosini, Alessandro Cuder (ORCID 0000-0001-7767-4757), Milena Košak Babuder, Isabella Lonciari, Elena Bortolotti, Maria Chiara Passolunghi, Sandra Pellizzoni (ORCID 0000-0002-4424-0925)
Source: Learning Disabilities Research & Practice. 2026 41(3):206-218.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Management, Affective Behavior, Student Motivation, Students with Disabilities, Learning Disabilities, Young Adults, Undergraduate Students, Self Efficacy, Goal Orientation, Anxiety, Resilience (Psychology), Foreign Countries
Geographic Terms: Italy
DOI: 10.1177/09388982261429850
ISSN: 0938-8982
1540-5826
Abstract: Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Results showed that students with SLDs reported lower self-regulated learning skills, but no main effects of diagnosis emerged for academic self-efficacy, learning goals, academic anxiety, or resilience. However, time since enrollment interacted with group differences in learning goals and academic anxiety: the longer they had studied, the more likely students with SLDs were to report lower mastery-oriented goals and higher academic anxiety relative to peers. Findings underscore the need for targeted supports that strengthen self-regulated learning skills and address goal orientation and academic anxiety management early in their academic career for students with SLDs.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1509674
Database: ERIC
FullText Text:
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  Data: Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies: A Comparison between Young Adults with and without Specific Learning Difficulties
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  Data: <searchLink fieldCode="AR" term="%22Giorgia+Morosini%22">Giorgia Morosini</searchLink><br /><searchLink fieldCode="AR" term="%22Alessandro+Cuder%22">Alessandro Cuder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7767-4757">0000-0001-7767-4757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Milena+Košak+Babuder%22">Milena Košak Babuder</searchLink><br /><searchLink fieldCode="AR" term="%22Isabella+Lonciari%22">Isabella Lonciari</searchLink><br /><searchLink fieldCode="AR" term="%22Elena+Bortolotti%22">Elena Bortolotti</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+Chiara+Passolunghi%22">Maria Chiara Passolunghi</searchLink><br /><searchLink fieldCode="AR" term="%22Sandra+Pellizzoni%22">Sandra Pellizzoni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4424-0925">0000-0002-4424-0925</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities+Research+%26+Practice%22"><i>Learning Disabilities Research & Practice</i></searchLink>. 2026 41(3):206-218.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink>
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  Data: 10.1177/09388982261429850
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  Data: 0938-8982<br />1540-5826
– Name: Abstract
  Label: Abstract
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  Data: Self-regulated learning and affective-motivational factors are increasingly recognized as key determinants of academic success but remain understudied in university students with specific learning difficulties (SLDs). The aim of the present study was to compare how students with and without SLDs differ across these factors and to test whether group differences vary as a function of time since enrollment in a sample of 392 university students. Results showed that students with SLDs reported lower self-regulated learning skills, but no main effects of diagnosis emerged for academic self-efficacy, learning goals, academic anxiety, or resilience. However, time since enrollment interacted with group differences in learning goals and academic anxiety: the longer they had studied, the more likely students with SLDs were to report lower mastery-oriented goals and higher academic anxiety relative to peers. Findings underscore the need for targeted supports that strengthen self-regulated learning skills and address goal orientation and academic anxiety management early in their academic career for students with SLDs.
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  Data: 20260101
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  Data: EJ1509674
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        Value: 10.1177/09388982261429850
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 206
    Subjects:
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Affective Behavior
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      – SubjectFull: Student Motivation
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Young Adults
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Anxiety
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Italy
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              Y: 2026
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