Abstract
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outcomes (achievement, academic and life satisfaction, and burnout) in a sample of 752 university students (133 male;
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