Self-Regulated Learning and Affective-Motivational Factors at the Beginning of University Studies: A Comparison Between Young Adults With and Without Specific Learning Difficulties

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.

Plain Language Title

Beginning university students with specific learning difficulties show lower self-regulation skills, and their differences from neurotypical peers in terms of learning goals and academic anxiety are more pronounced among those who have been enrolled for a longer time, underscoring the need for early, targeted support.

Plain Language Summary

Many students start university with specific learning difficulties (SLDs), a persistent condition comprising difficulties with reading, writing, or math. The study examined 392 Italian undergraduates (98 with SLDs) to understand how self-regulated learning and affective-motivational factors differ between SLD college students and neurotypical peers. Students completed questionnaires about self-regulated learning skills, academic self-efficacy, learning goals, academic anxiety, and academic resilience. We also considered how long each student had been enrolled at university. Findings showed that students with SLDs consistently reported weaker self-regulated learning skills than their peers, regardless of how long they had been enrolled. In contrast, among students who had been enrolled for a longer time, those with SLDs tended to show lower mastery-oriented goals and reported higher academic anxiety than peers without SLDs, suggesting that motivational and emotional differences are more pronounced in later stages of the university career. These findings point to the importance of designing tailored support focusing on building study planning, organization, and effective strategies for all first-year students, with additional scaffolding for those with SLDs. In addition, universities can help students set learning-focused goals and manage anxiety through coaching, peer tutoring, and accessible well-being services, which may reduce later difficulties and support persistence at university.