Study strategies of first-year undergraduates with and without dyslexia and the effect of gender
- Author
- Wim Tops (UGent) , Toivo Glatz, Angie Premchand, Maaike Callens (UGent) and Marc Brysbaert (UGent)
- Organization
- 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.
- Keywords
- COLLEGE-STUDENTS, METACOGNITION, ACHIEVEMENT, COGNITION, CHILDREN, SCHOOL, SKILLS, Adult dyslexia, study strategies, metacognition, LASSI, gender differences
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8676500
- MLA
- Tops, Wim, et al. “Study Strategies of First-Year Undergraduates with and without Dyslexia and the Effect of Gender.” EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, vol. 35, no. 3, 2020, pp. 398–413, doi:10.1080/08856257.2019.1703580.
- APA
- Tops, W., Glatz, T., Premchand, A., Callens, M., & Brysbaert, M. (2020). Study strategies of first-year undergraduates with and without dyslexia and the effect of gender. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 35(3), 398–413. https://doi.org/10.1080/08856257.2019.1703580
- Chicago author-date
- Tops, Wim, Toivo Glatz, Angie Premchand, Maaike Callens, and Marc Brysbaert. 2020. “Study Strategies of First-Year Undergraduates with and without Dyslexia and the Effect of Gender.” EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION 35 (3): 398–413. https://doi.org/10.1080/08856257.2019.1703580.
- Chicago author-date (all authors)
- Tops, Wim, Toivo Glatz, Angie Premchand, Maaike Callens, and Marc Brysbaert. 2020. “Study Strategies of First-Year Undergraduates with and without Dyslexia and the Effect of Gender.” EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION 35 (3): 398–413. doi:10.1080/08856257.2019.1703580.
- Vancouver
- 1.Tops W, Glatz T, Premchand A, Callens M, Brysbaert M. Study strategies of first-year undergraduates with and without dyslexia and the effect of gender. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION. 2020;35(3):398–413.
- IEEE
- [1]W. Tops, T. Glatz, A. Premchand, M. Callens, and M. Brysbaert, “Study strategies of first-year undergraduates with and without dyslexia and the effect of gender,” EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, vol. 35, no. 3, pp. 398–413, 2020.
@article{8676500,
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.}},
author = {{Tops, Wim and Glatz, Toivo and Premchand, Angie and Callens, Maaike and Brysbaert, Marc}},
issn = {{0885-6257}},
journal = {{EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION}},
keywords = {{COLLEGE-STUDENTS,METACOGNITION,ACHIEVEMENT,COGNITION,CHILDREN,SCHOOL,SKILLS,Adult dyslexia,study strategies,metacognition,LASSI,gender differences}},
language = {{eng}},
number = {{3}},
pages = {{398--413}},
title = {{Study strategies of first-year undergraduates with and without dyslexia and the effect of gender}},
url = {{http://doi.org/10.1080/08856257.2019.1703580}},
volume = {{35}},
year = {{2020}},
}
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