2025/10/28 by Adi Sharabi, Marisol Cueli, Gerardo Pellegrino +2
Medicine · Psychology · Social Sciences · #Attention Deficit Hyperactivity Disorder #Disability Education and Employment #Innovative Teaching and Learning Methods
paper · doi:10.1177/09388982251388008
openalex created_date 2025/10/28 · openalex publication_date 2025/10/28 · openalex updated_date 2026/07/30
The academic challenges faced by students with neurodevelopmental disorders, including specific learning disorders (SLD) and attention-deficit hyperactivity disorder (ADHD), are reflected in learning processes and academic outcomes. This study examined associations between motivational and metacognitive factors and academic achievement among higher education students with and without SLD/ADHD from Israel, Italy, and Spain. Participants were 687 students, including 223 diagnosed with SLD/ADHD and 464 in a comparison group without disabilities. Academic self-efficacy (ASE), self-regulated learning (SRL), academic satisfaction, and achievement were assessed via self-report questionnaires. Students with SLD/ADHD reported lower achievement (i.e., average grade) as well as lower ASE and SRL than peers without disabilities, but no differences were found in academic satisfaction. Important, ASE and SRL fully mediated the relationship between SLD/ADHD and academic achievement. These findings highlight the critical role of motivational and metacognitive factors in promoting academic success among students with neurodevelopmental disorders in higher education.