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Non-dyslexic students present higher levels of academic confidence than their dyslexic peers.
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Quasi-dyslexic students present higher levels of academic confidence than their dyslexic peers.
2/9
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Students whose dyslexia is diagnosed as a disability present lower levels of academic confidence than those who are told of their dyslexia in other ways.
2/9
Hypotheses
Outcomes
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A large effect size g = +1.09 was indicated between the academic confidence of non-dyslexic students in the Base subgroup and dyslexic students in Control subgroup;
3/9
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A moderate effect size g = +0.41 was indicated between the academic confidence of quasi-dyslexic students in the Test subgroup and dyslexic students in Control subgroup;
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A moderate effect size g = -0.63 was indicated between the academic confidence of students whose dyslexia was diagnosed to them as a disability and those who were told of their dyslexia in other ways.
Originality | significance | rigour
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... established previously un-researched relationships between dimensions of dyslexia and academic behavioural confidence at university ...
This study ...
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... proposed and justified the premise that knowing about one's dyslexia negatively impacts on academic confidence at university ...
4/9
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... devised an innovative, new process to evaluate 'dyslexia-ness' in university students using a Dyslexianess Continuum ...
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... developed data-rich, multi-factorial profile visualizations of dyslexia-ness and academic confidence.
originality | Significance | rigour
5/9
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... addressed original, ethically provocative research questions, designed to influence knowledge and scholarly thought, especially in learning differences contexts in HE;
This study ...
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... showed strong academic and practitioner relevance, particularly for promoting a better understanding of the impacts of dyslexia on academic confidence in university study;
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... is important for a wide range of target audiences and stakeholders including students, learning development practitioners, dyslexia advisors, and other education researchers.
originality | significance | Rigour
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Evidence: the dual-focus, accurately referenced literature review of relevant theories and methodologies demonstrates integrity and intellectual coherence;
6/9
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Evidence: an extensive review of ABC, and exhaustive development of Dx Index, demonstrates an appropriate and critically robust use of concepts and analyses;
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Evidence: an innovative research design, clear data collection protocols, data visualizations and analysis demonstrate a clear focus on relating theory to communities of practice in HE.
À suivre ...
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Further research to develop and validate the Dyslexia Index Profiler - eg: collect data more widely across the university sector;
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Develop dyslexia-ness and academic confidence profile visualizations into a learning development tool for use in university contexts;
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Further exploration of multiple regression analysis of the inter-relationship between dyslexia-ness and academic confidence.
Publications
- working titles to develop
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Feature: Diagnosing dyslexia as a disability negatively impacts on academic confidence
Journal: Learning and Individual Differences​
*IF: 1.809; SJR: 1129; H:66
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Feature: Academic confidence and dyslexia at university: implications for learning development
Journal: Studies in Higher Education
*IF: 2.854; SJR: 1888; H:83
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Feature: Evaluating dyslexia-ness at university: development of the Dyslexia Index Profiler
Journal: Research in Developmental Disabilities
*IF: 1.872; SJR: 851; H:76
*source: Scimago Journal & Country Rank
Learning reflection
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Process:
- s: Over-accumulative; pernickety;
+s: Industrious; efficacious; discerning;
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Thinking:
- s: Wayward; single-minded; overzealous;
+s: Innovative; imaginative; deliberative;
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Writing:
- s: Verbose; unfocused; lacking in synthesis;
+s: Incisive; deductive; connotative;
