Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors.

This article examines the intraindividual factors—specifically soft skills and study-related qualities—that influence academic achievement, life satisfaction, and academic satisfaction among university students with and without specific learning disabilities (SLDs). The study found that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement compared to peers without SLDs, while both groups showed similar levels of other soft skills and satisfaction measures. Academic self-efficacy was positively associated with achievement and academic satisfaction, creativity was negatively related to achievement, and study resilience predicted life satisfaction across all students. These findings suggest that strength-based interventions focusing on enhancing positive personal qualities may benefit students regardless of SLD status and support the development of inclusive university services.