Self-esteem and anxiety in the educational histories of adult dyslexic students

2021

Adult students with dyslexia in higher education can receive support for their cognitive needs but may also experience negative emotion such as anxiety due to their dyslexia in connection with their studies. This paper aims to test the hypothesis that adult dyslexic learners have a higher prevalence of academic and social anxiety than their non-dyslexic peers. A quantitative approach was used to measure differences in academic and social anxiety between 102 students with a formal diagnosis of dyslexia compared to 72 students with no history of learning difficulties. Academic and social anxiety was measured in a questionnaire based on the State-Trait Anxiety Inventory. Findings showed that dyslexic students showed statistically significant higher levels of academic, but not social anxiety in comparison to the nondyslexic sample. Dyslexic students in higher education show academic anxiety levels that are well above what is shown by students without dyslexia. The implications of this f...

Dyslexia, 2006

Research into how dyslexics cope and the effects of their coping has received little attention in the 100 years since dyslexia has been recognized. Why is this? Well it is not an easy area to investigate, partly as most qualitative studies have looked only at coping strategies of specific dyslexics. These are individual and are unsuitable for generalizations to larger populations. This study takes a different approach to the problem. By using three standardized tests for self-esteem, coping and depression, a picture is painted of how teenage dyslexics cope and whether this affects their self-esteem and depression. Results strongly suggest gender differences, with females using more emotional and avoidance-based coping, resulting in lower percentile scores in general and academic self-esteem and moderate depression. Males tend to use more task-based coping resulting in normal percentile self-esteem levels and minimal depression. This study takes the view that coping and the effects of coping by dyslexic children at school should not be underestimated. It also suggests that such issues will aid educationalists in the remedial process.

The purpose of this study is to compare attitude and self-concept in dyslexic and without dyslexic students in Ilam, Iran. The population of the study included one hundred thirty eight dyslexic students studying in schools in Ilam, Iran. In this population the researcher selected randomly thirty students for pilot study. Therefore, eighty dyslexic students participated in this study and twenty eight parents' of dyslexic students did not allow them to participate and one hundred twenty of their peers who had no dyslexic were randomly selected. The Persian adapted of the attitude and self-concept scales were used. The reliability and validity of the scales were confirmed. The analysis showed a significant difference between the dyslexic and without dyslexic students.

Support for Learning, 2010

This study investigates the factors that affect the self-esteem of learners with dyslexia. It provides a brief overview of some of the key literature in this area and then describes a small-scale study conducted in two mainstream secondary schools in the north of England. Data were collected using semi-structured interviews with secondary-aged pupils who had received an official diagnosis of dyslexia. Nine pupils volunteered to be interviewed. The study considers the impact of factors such as comparisons made against other students and the impact of teachers, peers and family on pupils' self-esteem. The results of the study indicate that these factors contribute significantly to self-esteem for pupils with dyslexia. However, the study found that the most significant factor that contributed to students' self-esteem was a positive diagnosis of ‘dyslexia’ and ownership of the label. The study concludes that an early diagnosis of dyslexia is essential for creating a positive self-image and recommends that further research is necessary into the significance of the diagnosis for these learners.

A 16 year old school leaver, with severe dyslexia, entered Further Education devoid of any meaningful aspect of self-esteem. Formal assessment at school had led to both attention deficit hyperactivity disorder (ADHD) and dyslexia diagnosis followed by a statement of special educational needs. Being subjected to formal assessment in combination with his experience of traditional classrooms, led him to believe in a state of inadequacy and he was self-conditioned to expect failure and underachievement. During the year the student was subjected to a battery of tests and two different teaching methodologies were adapted to ameliorate his difficulties but were also reviewed as to their effectiveness. To conclude, some theoretical and practical recommendations are also made.

2021

Mental health covers a wide range of psychological health conditions. This hides the true extent of the severity of the emotional challenges that children and adolescents encounter early in their lives. Students with dyslexia too can experience these emotional difficulties. This study involves the administration of an anxiety scale to Form 4 and Form 5 students with dyslexia and average readers. In total, 314 respondents with and without learning difficulties attending state and church schools took part. The principal aim of this study was to explore the anxiety levels of students with dyslexia in comparison to average readers in foreign language classes. The secondary aim was to consider gender differences and school type in relation to participants’ reported levels of anxiety when attending such classes. The authors employed a quantitative method and utilised the ‘Foreign Language Classroom Anxiety Scale’ questionnaire developed by Horwitz et al. (1986) to gather data. The researc...

Dyslexia - A Comprehensive and International Approach, 2012

This study investigates stories of resilience in people with dyslexia. It provides a brief overview of some of the key literature in this area and draws on earlier research which I conducted . Data was collected using narrative genre. Four informants volunteered to tell their stories. The study considers ways in which dyslexia has shaped the self-esteem, self-concepts and identities of the informants. The stories provide powerful insights into the lives of people with dyslexia and the reader is invited to draw their own interpretations from the narratives. The study concludes that an early diagnosis of dyslexia is essential for creating a positive self-image and recommends that further narrative research is necessary to explore the significant impact that dyslexia has on people's sense of self.

Widening Participation and Lifelong Learning, 2015

This research focused on the robustness of the label 'dyslexia' in a Higher Education (HE) environment. A quantitative approach was used to investigate the prevalence of co-existing dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) symptomology amongst 190 students using a self-report screening tool based on DSM-5 criteria and levels of self-image and self-esteem. It was postulated that high rates of coexistence would support the notion that the term 'dyslexia' is inadequate, especially if the impact spreads beyond diagnostic criteria. The research found that 37.4% of the sample with dyslexia self-reported significant ADHD symptoms. Furthermore, this group had significantly lower levels of self-esteem and self-image than students with neither condition and students with dyslexia and no ADHD symptomology. This suggests that for HE students it is not dyslexia which adversely affects levels but either the additive effect of dyslexia and symptoms of ADHD, or ADHD alone. The main conclusion is that the diversity of symptoms and difficulties renders the term 'dyslexia' of limited use in informing metacognition and interventions. Rather than abandon the term, however, 'dyslexia' should be used as a starting point rather than a clinical term with clearly defined symptoms. If those involved in Widening Participation are aware that students with a diagnosis of dyslexia are at significant risk of having other 'unlabelled' difficulties they will be better placed to provide effective support. In addition, students with dyslexia who show signs of ADHD may benefit from interventions or programmes which specifically address issues of low self-esteem and self-image in order to increase the likelihood of engagement and the fulfilment of academic potential.

2004

Dyslexia is a widespread condition amongst children, teenagers and adults, with one dyslexic child estimated to be in each mainstream school classroom. Although there is no known cure, there are several different ways that children with dyslexia can be helped to reach their potential. However, such children are often not correctly identified and therefore do not receive the help they need. Schools in particular often do not have funds available for assessment, or are unable to afford the specialist teachers the children need. In addition, some teachers do not recognise the existence of dyslexia and see it as the reason middle-class parents give for their child not under achieving. So, instead of helping, they ignore or humiliate the child, with disastrous consequences. It falls to parents to get the help needed from schools, or to look elsewhere for assistance. A questionnaire to support parents in doing so has been developed in this study. The questionnaire has undergone nine stage...

This research aimed at exploring the motivation for reading of pupils with dyslexia, and to investigate whether they differ from their peers. A total of 32 pupils formed the LD group (22 boys and 10 girls, 5th- and 6th-graders) who were diagnosed with dyslexia. A comparison group was formed of pupils who attended the same classes (N = 210), and these were divided into two groups (average/ low performance, N = 115; high performance, N = 95), according to teachers’ ratings of pupils’ performance on reading. Self-report measures were used to assess perceptions of academic ability, reading attitudes and approaches to learning. The results revealed that dyslexic pupils displayed lower academic self-concept than the low/average and high performance groups on all domains, except Practical ability. Moreover, dyslexic pupils perceived reading less as a function of personal development, both enjoyment and utilitarian, as compared to their peers. Finally, the dyslexic group adopted the surface approach to learning, indicating an external motive, similarly to the average/low group, and adopted the deep approach to learning less as compared to their high achieving peers. The implications of these findings are discussed at pupil, teacher and classroom