Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review

Detalhes bibliográficos
Autor(a) principal: Pereira, Mara Dantas
Data de Publicação: 2021
Outros Autores: Silva, Joilson Pereira da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/54521
Resumo: Developmental dyslexia is a neurobiological disorder caused by cognitive, hereditary and environmental factors. Such dysfunction would cause a specific, significant and persistent difficulty, in different degrees, in the learning of decoding, compromising the processes of reading and writing comprehension. It can also cause the risk of developing anxiety and low self-esteem, being significantly correlated with low school performance in students with dyslexia. This theme aimed to investigate anxiety and self-esteem associated with poor school performance in students with dyslexia. This is an integrative literature review, based on the search for scientific publications indexed in the MEDLINE/PubMed, Europe PMC and ERIC databases. The following descriptors were used: anxiety, self-esteem, developmental dyslexia, difficulty in reading development, education, students and developmental dyslexia reading disorder. At the end of the searches, 11 studies were selected to compose the present article, in English and Spanish, published between the years 2009 to 2020. Based on the findings, from the studies analyzed, it was possible to notice that students with dyslexia had an emotional-behavioral profile, characterized by lower self-esteem and greater anxiety in relation to emotional factors, in addition to greater behavioral problems than students without dyslexia. It is concluded that a better management of emotions and a strengthening of self-esteem is necessary in order to minimize the low academic performance of students with dyslexia. To this end, it is based on the fundamental importance of expanding actions between Psychology and Education, developing early interventions related to reading difficulties and psychosocial adjustment.
id UFSM-9_b4e8fab0d1622805be8823791de0c113
oai_identifier_str oai:ojs.pkp.sfu.ca:article/54521
network_acronym_str UFSM-9
network_name_str Revista Educação Especial (UFSM)
repository_id_str
spelling Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative reviewAnsiedad y autoestima asociadas con un bajo rendimiento escolar en estudiantes con dislexia del desarrollo: una revisión integradoraAnsiedade e autoestima associadas ao baixo desempenho escolar em estudantes com dislexia de desenvolvimento: uma revisão integrativaAnxietylow school performancedevelopmental dyslexia.Ansiedadbajo rendimiento escolardislexia del desarrollo.Ansiedadebaixo desempenho escolardislexia de desenvolvimento.Developmental dyslexia is a neurobiological disorder caused by cognitive, hereditary and environmental factors. Such dysfunction would cause a specific, significant and persistent difficulty, in different degrees, in the learning of decoding, compromising the processes of reading and writing comprehension. It can also cause the risk of developing anxiety and low self-esteem, being significantly correlated with low school performance in students with dyslexia. This theme aimed to investigate anxiety and self-esteem associated with poor school performance in students with dyslexia. This is an integrative literature review, based on the search for scientific publications indexed in the MEDLINE/PubMed, Europe PMC and ERIC databases. The following descriptors were used: anxiety, self-esteem, developmental dyslexia, difficulty in reading development, education, students and developmental dyslexia reading disorder. At the end of the searches, 11 studies were selected to compose the present article, in English and Spanish, published between the years 2009 to 2020. Based on the findings, from the studies analyzed, it was possible to notice that students with dyslexia had an emotional-behavioral profile, characterized by lower self-esteem and greater anxiety in relation to emotional factors, in addition to greater behavioral problems than students without dyslexia. It is concluded that a better management of emotions and a strengthening of self-esteem is necessary in order to minimize the low academic performance of students with dyslexia. To this end, it is based on the fundamental importance of expanding actions between Psychology and Education, developing early interventions related to reading difficulties and psychosocial adjustment.La dislexia del desarrollo es un trastorno neurobiológico causado por factores cognitivos, hereditarios y ambientales. Tal disfunción provocaría una dificultad específica, significativa y persistente, en diferentes grados, en el aprendizaje de la decodificación, comprometiendo los procesos de comprensión lectora y escrita. También puede provocar el riesgo de desarrollar ansiedad y baja autoestima, estando significativamente correlacionado con un bajo rendimiento escolar en estudiantes con dislexia. Este tema tuvo como objetivo investigar la ansiedad y la autoestima asociadas con el bajo rendimiento escolar en estudiantes con dislexia. Se trata de una revisión integradora de la literatura, basada en la búsqueda de publicaciones científicas indexadas en las bases de datos MEDLINE/PubMed, Europe PMC y ERIC. Se utilizaron los siguientes descriptores: ansiedad, autoestima, dislexia del desarrollo, dificultad en el desarrollo de la lectura, educación, estudiantes y trastorno de la lectura con dislexia del desarrollo. Al finalizar las búsquedas, se seleccionaron 11 estudios para componer el presente artículo, en los idiomas inglés y español, publicados entre los años 2009 a 2020. Con base en los hallazgos, de los estudios analizados, se pudo notar que los estudiantes con dislexia tenían un perfil emocional-conductual, caracterizado por menor autoestima y mayor ansiedad en relación a factores emocionales, además de mayores problemas de conducta que los estudiantes sin dislexia. Se concluye que es necesario un mejor manejo de las emociones y un fortalecimiento de la autoestima para minimizar el bajo rendimiento académico de los estudiantes con dislexia. Para ello, se sustenta en la importancia fundamental de ampliar las acciones entre Psicología y Educación, desarrollando intervenciones tempranas relacionadas con las dificultades lectoras para la adaptación psicosocial.A dislexia de desenvolvimento é uma disfunção neurobiológica ocasionada por fatores de ordem cognitiva, hereditária e ambiental. Tal disfunção provocaria uma dificuldade específica, significativa e persistente, em distintos graus, na aprendizagem da decodificação, comprometendo os processos de compreensão leitora e escrita. Podendo, ainda, ocasionar o risco de desenvolvimento da ansiedade e da baixa autoestima, estando significativamente correlacionadas ao baixo desempenho escolar em estudantes com dislexia. A esse tema, objetivou-se investigar sobre ansiedade e autoestima associadas ao baixo desempenho escolar em estudantes com dislexia. Trata-se de uma revisão integrativa da literatura, realizada a partir da busca por publicações científicas indexadas nas bases de dados MEDLINE/PubMed, Europe PMC e ERIC. Os seguintes descritores foram utilizados: ansiedade, autoestima, dislexia de desenvolvimento, dificuldade de desenvolvimento de leitura, educação, estudantes e transtorno da leitura da dislexia do desenvolvimento. Ao final das buscas, foram selecionados 11 estudos para compor o presente artigo, nos idiomas inglês e espanhol, publicados entre os anos de 2009 a 2020. Mediante aos achados, dos estudos analisados foi possível perceber que os estudantes com dislexia apresentaram um perfil emocional-comportamental, caracterizado por menor autoestima e maior ansiedade em relação aos fatores emocionais, além de maiores problemas comportamentais que os estudantes sem dislexia. Conclui-se que é preciso um melhor gerenciamento das emoções e um fortalecimento da autoestima para que haja uma minimização do baixo desempenho escolar em estudantes com dislexia. Para tanto, apoia-se na fundamental importância da ampliação de ações entre a Psicologia e a Educação, elaborando intervenções precoces relacionadas às dificuldades de leitura ao ajustamento psicossocial.Universidade Federal de Santa Maria2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/5452110.5902/1984686X54521Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-23Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-23Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-231984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/54521/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/54521/htmlCopyright (c) 2021 Revista Educação Especialinfo:eu-repo/semantics/openAccessPereira, Mara DantasSilva, Joilson Pereira da2021-11-18T16:47:12Zoai:ojs.pkp.sfu.ca:article/54521Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2021-11-18T16:47:12Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
Ansiedad y autoestima asociadas con un bajo rendimiento escolar en estudiantes con dislexia del desarrollo: una revisión integradora
Ansiedade e autoestima associadas ao baixo desempenho escolar em estudantes com dislexia de desenvolvimento: uma revisão integrativa
title Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
spellingShingle Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
Pereira, Mara Dantas
Anxiety
low school performance
developmental dyslexia.
Ansiedad
bajo rendimiento escolar
dislexia del desarrollo.
Ansiedade
baixo desempenho escolar
dislexia de desenvolvimento.
title_short Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
title_full Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
title_fullStr Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
title_full_unstemmed Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
title_sort Anxiety and self-esteem associated with poor school performance in students with developmental dyslexia: an integrative review
author Pereira, Mara Dantas
author_facet Pereira, Mara Dantas
Silva, Joilson Pereira da
author_role author
author2 Silva, Joilson Pereira da
author2_role author
dc.contributor.author.fl_str_mv Pereira, Mara Dantas
Silva, Joilson Pereira da
dc.subject.por.fl_str_mv Anxiety
low school performance
developmental dyslexia.
Ansiedad
bajo rendimiento escolar
dislexia del desarrollo.
Ansiedade
baixo desempenho escolar
dislexia de desenvolvimento.
topic Anxiety
low school performance
developmental dyslexia.
Ansiedad
bajo rendimiento escolar
dislexia del desarrollo.
Ansiedade
baixo desempenho escolar
dislexia de desenvolvimento.
description Developmental dyslexia is a neurobiological disorder caused by cognitive, hereditary and environmental factors. Such dysfunction would cause a specific, significant and persistent difficulty, in different degrees, in the learning of decoding, compromising the processes of reading and writing comprehension. It can also cause the risk of developing anxiety and low self-esteem, being significantly correlated with low school performance in students with dyslexia. This theme aimed to investigate anxiety and self-esteem associated with poor school performance in students with dyslexia. This is an integrative literature review, based on the search for scientific publications indexed in the MEDLINE/PubMed, Europe PMC and ERIC databases. The following descriptors were used: anxiety, self-esteem, developmental dyslexia, difficulty in reading development, education, students and developmental dyslexia reading disorder. At the end of the searches, 11 studies were selected to compose the present article, in English and Spanish, published between the years 2009 to 2020. Based on the findings, from the studies analyzed, it was possible to notice that students with dyslexia had an emotional-behavioral profile, characterized by lower self-esteem and greater anxiety in relation to emotional factors, in addition to greater behavioral problems than students without dyslexia. It is concluded that a better management of emotions and a strengthening of self-esteem is necessary in order to minimize the low academic performance of students with dyslexia. To this end, it is based on the fundamental importance of expanding actions between Psychology and Education, developing early interventions related to reading difficulties and psychosocial adjustment.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/54521
10.5902/1984686X54521
url http://periodicos.ufsm.br/educacaoespecial/article/view/54521
identifier_str_mv 10.5902/1984686X54521
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/54521/pdf
http://periodicos.ufsm.br/educacaoespecial/article/view/54521/html
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-23
Revista de Educación Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-23
Revista Educação Especial; Revista Educação Especial, v. 34, 2021 – Publicação Contínua; e40/1-23
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
_version_ 1799944202437525504