Study Strategies of First-Year Undergraduates with and without Dyslexia and the Effect of Gender

Autor/inn/en	Tops, Wim; Glatz, Toivo; Premchand, Angie; Callens, Maaike; Brysbaert, Marc
Titel	Study Strategies of First-Year Undergraduates with and without Dyslexia and the Effect of Gender
Quelle	In: European Journal of Special Needs Education, 35 (2020) 3, S.398-413 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1703580
Schlagwörter	Study Skills; College Freshmen; Dyslexia; Students with Disabilities; Gender Differences; Metacognition; Learning Strategies; Measures (Individuals); Test Wiseness; Academic Failure; Anxiety; Time Management; Student Motivation; Foreign Countries; Intelligence Tests; Young Adults; Belgium; Learning and Study Strategies Inventory; Kaufman Adolescent and Adult Intelligence Test + Suchen Sie Ihr Suchwort? Studientechnik; Studienanfänger; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Angst; Zeitmanagement; Schulische Motivation; Ausland; Intelligence test; Intelligenztest; Young adult; Junger Erwachsener; Belgien
Abstract	For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N = 100) differ from peers without learning disabilities (N = 100) in the use of study strategies. The Learning and Study Strategies Inventory was used and potential gender differences were investigated. Matched for age, gender and field of study, fluid intelligence scores were comparable between groups. The self-reports showed that knowledge of test taking strategies was more limited in the dyslexic group. Also, 'fear of failure' was higher in the dyslexic students. Further analyses revealed group x gender interactions for motivation, time management and fear of failure, with female undergraduates outperforming their male counterparts. Implications for secondary education and university, as well as college student support services are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01