The current study examined psychological resilience and academic adjustment among university students with and without specific learning disabilities (SLD), focusing on academic adjustment as a key indicator of educational quality and student success in higher education.
The sample consisted of 299 undergraduate students from various academic institutions, 149 of whom reported a formal diagnosis of SLD. Data were collected using an online structured, closed-ended questionnaire distributed via social media platforms.
Students with SLD reported lower academic adjustment and psychological resilience than students without SLD. Resilience significantly predicted academic adjustment in both groups. Age moderated these relationships, which were stronger among younger students, indicating developmental differences in the role of resilience during the transition to higher education.
This study highlights psychological resilience as a modifiable resource and a key mechanism underlying academic adjustment among students with SLD. The findings support the development of holistic, evidence-based institutional support aimed at strengthening resilience, improving adjustment and well-being and promoting student retention.
