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RESEARCH PRODUCT

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

Holly L. Stack-cutlerMinna TorppaRauno Parrila

subject

Persistence (psychology)AdultMaleHealth (social science)Adolescentmedia_common.quotation_subjectInterpersonal communicationAcademic achievementPersonal SatisfactionStructural equation modelingEducationDyslexiaInterpersonal relationshipYoung AdultHumansInterpersonal Relationsreading difficultiesresiliencelife satisfactionta515media_commonLife satisfactionMiddle AgedResilience PsychologicalAchievementGeneral Health ProfessionsEducational StatusFemalePsychological resiliencePsychologySocial psychologyIntrapersonal communication

description

We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to an in-lab or online survey. Results indicated that intrapersonal resilience correlated positively with interpersonal resilience and persistence, and both resilience factors were negatively associated with number of difficulties. Using structural equation modeling, intrapersonal resilience explained general satisfaction, intrapersonal resilience and number of difficulties explained self satisfaction, and interpersonal resilience explained social satisfaction. Academic achievement did not correlate with any of the included variables.

yearjournalcountryeditionlanguage
2014-03-04Journal of learning disabilities
10.1177/0022219414522705https://pubmed.ncbi.nlm.nih.gov/24596110