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

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.