הבנת ההסתגלות האקדמית של סטודנטים לתואר ראשון עם לקויות למידה ספציפיות (SLD) או הפרעת קשב וריכוז (ADHD): מודל משלב של מיומנויות חברתיות-רגשיות-התנהגותיות, מסוגלות עצמית אקדמית ולמידה מכוונת עצמית
מאת: Adi Sharabi
Sharabi, A. (2026). Understanding academic adjustment in undergraduates with SLD or ADHD: An integrative model of social-emotional-behavioral skills, academic self-efficacy, and self-regulated learning. Learning Disabilities Research & Practice. Advance online publication. https://doi.org/10.1177/09388982261483237
עיקרי דברים
- סטודנטים עם לקויות למידה ו/או הפרעת קשב דיווחו על רמות נמוכות יותר מעמיתיהם בכל משתני המחקר: מיומנויות חברתיות-רגשיות-התנהגותיות, מסוגלות עצמית אקדמית, למידה בוויסות עצמי, שביעות רצון אקדמית וממוצע ציונים
- לא נמצא קשר ישיר בין האבחנה לבין ההישגים או שביעות הרצון, והפערים הוסברו באמצעות המשאבים האישיים של הסטודנטים: משאבים חברתיים, רגשיים, מוטיבציוניים והתנהגותיים (למשל, מסוגלות עצמית ויכולת לשתף פעולה עם אחרים)
- רק המסוגלות העצמית האקדמית תיווכה את הקשר בין האבחנה לבין ההישגים האקדמיים, ואילו המיומנויות הרכות והלמידה בוויסות עצמי לא נמצאו קשורות לציונים באופן ייחודי
- מומלץ לכן שההתערבויות במוסדות להשכלה גבוהה לא יתמקדו בהתאמות בלבד, אלא יכוונו גם לפיתוח המשאבים האישיים של הסטודנטים
רקע
סטודנטים עם לקות למידה ספציפית (SLD) או עם הפרעת קשב וריכוז (ADHD) מיוצגים במידה גוברת בהשכלה הגבוהה (Brunswick et al., 2023). הם מקבלים בדרך כלל תמיכה מוסדית, כגון ליווי אישי והתאמות בבחינות (Edwards et al., 2022; Einav et al., 2018; Pellegrino et al., 2023) ובכל זאת ממשיכים להתמודד עם אתגרים אקדמיים, רגשיים וחברתיים משמעותיים בהשוואה לעמיתיהם (Casali et al., 2024; Mana et al., 2022; Sharabi & Shelach Inbar, 2024). אף שלשתי ההפרעות קריטריונים אבחוניים שונים, שתיהן משפיעות על מיומנויות הלמידה ומחקרים בהשכלה הגבוהה נוטים לבחון אותן יחד (Kalman-Halevi et al., 2023; Sharabi & Shelach Inbar, 2024).
יכולות קוגניטיביות אינן מבטיחות לבדן תוצרי למידה משמעותיים (Ben-Eliyahu, 2019). המחקר מתמקד בשלושה משאבים לא-קוגניטיביים שזוהו כמרכזיים להסתגלות להשכלה הגבוהה ובוחן אותם ביחס לשני תוצרים: הישגים אקדמיים ושביעות רצון אקדמית.
שביעות רצון אקדמית היא תפיסתו הקוגניטיבית והרגשית של הסטודנט את חוויית הלימודים, והיא קשורה להתנהגויות כמו נוכחות סדירה, השתתפות פעילה ופנייה לעזרה. מחקרים קודמים מצאו שסטודנטים עם SLD/ADHD לא נבדלו מעמיתיהם בשביעות הרצון, אף שהישגיהם היו נמוכים יותר (Casali et al., 2024; Sharabi et al., 2026).
לקריאה נוספת: כל סיכומי המאמרים על לקויות למידה
שלושת המשאבים האישיים
מיומנויות חברתיות, רגשיות והתנהגותיות (SEB) המכונות גם "מיומנויות רכות", הן יכולות לא-קוגניטיביות התומכות בלמידה, ברווחה ובתפקוד החברתי (Feraco et al., 2022; Soto et al., 2021).
המסגרת של Soto ועמיתיו (2021, 2022b) מבחינה בחמישה תחומים:
- ניהול עצמי
- מעורבות חברתית
- שיתוף פעולה
- חוסן רגשי
- חדשנות.
מיומנויות אלה משקפות את היכולת לשמור על קשרים חברתיים, לווסת רגשות, לנהל התנהגות מכוונת מטרה וללמוד מניסיון (Napolitano et al., 2021). הן כלליות, ואינן מוגבלות להקשר הלימודי. ממצאים קודמים לגבי תלמידים וסטודנטים עם SLD היו מעורבים: בחטיבות ביניים ובתיכונים נמצאו פערים בניהול עצמי, במעורבות חברתית ובחדשנות (Feraco et al., 2025) ואילו בקרב סטודנטים נמצא פער בניהול העצמי בלבד (Pellegrino et al., 2026).
מסוגלות עצמית אקדמית (ASE) היא אמונה: ציפיותיו של הפרט לגבי יכולתו לעמוד בדרישות האקדמיות (Bandura, 1997, 2018) וביטחונו בכך שיש לו המיומנויות הדרושות Zimmerman, (2000)). זהו משאב מוטיבציוני, המעודד מעורבות, התמדה והשגת מטרות (Lee et al., 2022). סטודנטים עם SLD/ADHD מדווחים על ASE נמוכה יותר, אך כאשר היא מתחזקת, היא קשורה להישגים ולשביעות רצון גבוהים יותר (Casali et al., 2024).
למידה בוויסות עצמי (SRL) היא התנהגות: מעורבות פעילה של הלומד ושליטה שלו באסטרטגיות למידה כמו הצבת מטרות, תכנון, ניטור והערכת ביצועים (Panadero, 2017; Zimmerman, 2000). היא קשורה להישגים בהשכלה הגבוהה ונמצאה כמנגנון שדרכו מיומנויות רכות תורמות לביצועים (Feraco et al., 2023; Sharabi et al., 2025).
ההבחנה בין שלושת המשאבים, אם כן, היא כזאת:
SEB הן מיומנויות כלליות לניהול עצמי, חברתי ורגשי.
ASE היא אמונה ביכולת להצליח בלימודים.
SRL הוא השימוש בפועל באסטרטגיות למידה.
מתודה
השתתפו 651 סטודנטים לתואר ראשון בישראל, מהם 318 עם SLD עם ADHD או עם שתיהן. בשל דרישות האנונימיות של ועדת האתיקה, האבחנות והציונים התבססו על דיווח עצמי. משום שלא נמצאו הבדלים בין תת-הקבוצות האבחוניות, הן אוחדו.
ממצאים
הסטודנטים עם SLD/ADHD דיווחו על רמות נמוכות יותר בכל שלושת המשאבים, בשביעות הרצון ובממוצע הציונים. במודל המלא לא נמצאו קשרים ישירים בין האבחנה לבין הציונים או שביעות הרצון, אך האבחנה הייתה קשורה לרמות נמוכות יותר של שלושת המשאבים. מכאן נמצאו שני מסלולים:
לשביעות הרצון: כל שלושת המשאבים היו קשורים אליה, ותיווכו את הקשר בינה לבין האבחנה.
להישגים: רק ASE הייתה קשורה אליהם, והקשר היה חזק. SEB ו-SRL לא היו קשורים לציונים באופן ייחודי.
דיון
תפקידם של המשאבים האישיים
הפערים בתוצרים אינם נובעים מהאבחנה עצמה, אלא מהבדלים במשאבים האישיים. כל משאב תרם באופן שונה:
ASE הוא המשאב המרכזי: היחיד שהיה קשור גם להישגים וגם לשביעות הרצון, בהתאם למחקרים קודמים.
SEB היו קשורות לשביעות הרצון אך לא להישגים. נראה כי תרומתן נוגעת יותר לחוויה הסובייקטיבית מאשר לביצועים.
SRL הייתה קשורה לשביעות הרצון, אך לא נמצאה קשורה להישגים במודל המלא, למרות שבהשוואות הראשוניות נמצא קשר ולמרות מעמדה המרכזי בתיאוריה. נראה כי כאשר SEB ו ASE- נכללות במודל, התרומה הייחודית של SRL נחלשת. ייתכן שאסטרטגיות למידה לבדן אינן מספיקות לשיפור ההישגים, אם אינן מלוות בתחושת מסוגלות חזקה.
מגבלות
המחקר נשען על דיווח עצמי של האבחנות והציונים, שלא ניתן היה לאמת, ועל שאלוני דיווח עצמי החשופים להטיית רצייה חברתית. גודל תת-הקבוצות האבחוניות היה מוגבל, והמחקר נערך בנקודת זמן אחת. מומלץ לערוך מחקרי אורך וראיונות עומק.
השלכות
ההתערבויות צריכות לחרוג מהתמקדות בהתאמות ולכוון גם לפיתוח המשאבים האישיים. חיזוק ASE עשוי לשמש מסלול מרכזי לשיפור ההישגים, ואילו מיומנויות SEB ו-SRL קשורות יותר לשביעות הרצון ולהסתגלות. התערבויות SRL מובנות שיפרו את ה-SRL ואת ההישגים (Jansen et al., 2019), והתערבויות בהובלת עמיתים חיזקו ASE ושיפרו אסטרטגיות למידה (Bergey et al., 2019). הרחבת ההתערבויות גם למיומנויות SEB עשויה לספק גישה מקיפה יותר.
המחקר נערך בתמיכת קרן המחקר היישומי של מכון מופ"ת.
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Sandhu P., Zarabi D. (2018). Self-regulated learning and well-being in mainstream classrooms: Focusing the lens on students with learning disability. International Journal of Educational Science and Research (IJESR), 8(1), 75–90. https://doi.org/10.24247/ijesrfeb201811
Sarid M., Lipka O. (2023). The relationship between academic self-efficacy and class engagement of self-reported SLD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 39, 253–274. https://doi.org/10.1007/s10212-023-00677-6
Sewell M. N., Napolitano C. M., Roberts B. W., Soto C. J., Yoon H. J. (2023). The social, emotional, and behavioral skill antecedents to college students’ volunteering during the COVID-19 pandemic. Journal of Research on Adolescence, 33(2), 618–631. https://doi.org/10.1111/jora.12830
Sharabi A., Carretti B., Cueli M., Rodríguez C., Pellegrino G. (2025). Undergraduates’ achievement and satisfaction: The role of study-related factors and soft skills. Frontiers in Psychology, 16, https://doi.org/10.3389/fpsyg.2025.1653072
Sharabi A., Cueli M., Pellegrino G., Rodríguez C., Carretti B. (2026). The mediating role of academic self-efficacy and self-regulated learning in academic success among higher education students with SLD or ADHD. Learning Disabilities Research and Practice, 41(2), 93–103. https://doi.org/10.1177/09388982251388008
Sharabi A., Shelach Inbar O. (2024). Positive distance learning perspective, personal resources and loneliness among higher education students with ADHD and/or SLD. Learning Disabilities Research and Practice, 39(3), 162. https://doi.org/10.1177/09388982241247580
Soto C. J., Napolitano C. M., Roberts B. W. (2021). Taking skills seriously: Toward an integrative model and agenda for social, emotional, and behavioral skills. Current Directions in Psychological Science, 30(1), 26–33. https://doi.org/10.1177/0963721420978613
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Yoon H. J., Roberts B. W., Sewell M. N., Napolitano C. M., Soto C. J., Murano D., Casillas A. (2024). Examining SEB skills’ incremental validity over personality traits in predicting academic achievement. PLOS ONE. https://doi.org/10.1371/journal.pone.0296484
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Sarid M., Lipka O. (2023). The relationship between academic self-efficacy and class engagement of self-reported SLD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 39, 253–274. https://doi.org/10.1007/s10212-023-00677-6
Sewell M. N., Napolitano C. M., Roberts B. W., Soto C. J., Yoon H. J. (2023). The social, emotional, and behavioral skill antecedents to college students’ volunteering during the COVID-19 pandemic. Journal of Research on Adolescence, 33(2), 618–631. https://doi.org/10.1111/jora.12830
Sharabi A., Carretti B., Cueli M., Rodríguez C., Pellegrino G. (2025). Undergraduates’ achievement and satisfaction: The role of study-related factors and soft skills. Frontiers in Psychology, 16, https://doi.org/10.3389/fpsyg.2025.1653072
Sharabi A., Cueli M., Pellegrino G., Rodríguez C., Carretti B. (2026). The mediating role of academic self-efficacy and self-regulated learning in academic success among higher education students with SLD or ADHD. Learning Disabilities Research and Practice, 41(2), 93–103. https://doi.org/10.1177/09388982251388008
Sharabi A., Shelach Inbar O. (2024). Positive distance learning perspective, personal resources and loneliness among higher education students with ADHD and/or SLD. Learning Disabilities Research and Practice, 39(3), 162. https://doi.org/10.1177/09388982241247580
Soto C. J., Napolitano C. M., Roberts B. W. (2021). Taking skills seriously: Toward an integrative model and agenda for social, emotional, and behavioral skills. Current Directions in Psychological Science, 30(1), 26–33. https://doi.org/10.1177/0963721420978613
Soto C. J., Napolitano C. M., Sewell M. N., Yoon H. J., Roberts B. W. (2022a). An integrative framework for conceptualizing and assessing social, emotional, and behavioral skills: The BESSI. Journal of Personality and Social Psychology, 123(1), 192–222. https://doi.org/10.1037/pspp0000401
Soto C. J., Napolitano C. M., Sewell M. N., Yoon H. J., Roberts B. W. (2022b). Going beyond traits: Social, emotional, and behavioral skills matter for adolescents’ success. Social Psychological and Personality Science, 15(1), 33–45. https://doi.org/10.1177/19485506221127483
State Comptroller. (2013). Addressing specific learning disorders in higher education institutions (63c). State Comptroller’s Office. https://www.mevaker.gov.il/sites/DigitalLibrary/Pages/Reports/244-40.aspx.
Vacca M., Conforti S., Zegretti A., Lombardo C. (2025). Self-efficacy in specific learning disorders: A systematic review of cross-sectional, longitudinal and experimental evidence. Contemporary School Psychology, 29, 681–694. https://doi.org/10.1007/s40688-025-00558-3
Yoon H. J., Roberts B. W., Sewell M. N., Napolitano C. M., Soto C. J., Murano D., Casillas A. (2024). Examining SEB skills’ incremental validity over personality traits in predicting academic achievement. PLOS ONE. https://doi.org/10.1371/journal.pone.0296484
Zimmerman B. J. (2000). Attaining self-regulation. In Boekaerts M., Zeidner M., Pintrich P. R. (Eds.), Handbook of self-regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/B978-012109890-2/50031-7
Zimmerman B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In Zimmerman B. J., Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–37). Routledge.
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