In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

中文翻译：

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为有特定学习障碍的大学生提供普遍和具体的服务：与学习方法、学业成绩和满意度的关系

近年来，越来越多有特定学习障碍（SLD）的学生进入大学就读。本探索性研究考察了通用服务（向每个学生开放）和特定服务（向患有 SLD 的学生提供）的使用频率和欣赏频率，以及它们与年龄、学业成绩、满意度、自我效能和自我调节服务的使用的关系。学习（SRL）策略。参与者是 147 名患有 SLD 诊断的意大利大学生（42 名男性；平均年龄：22.49，SD = 3.29）。结果表明，总体而言，特定服务的使用频率和欣赏与学业满意度、自我效能和 SRL 策略呈正相关。此外，补偿工具和分配措施的使用频率与学业成绩呈正相关。这些发现表明，大学在支持患有 SLD 的学生方面发挥着重要作用，为他们提供有用的服务和住宿。