Study Motivation, Self-Esteem and Stress in University Students with Special Educational Needs: A Comparative Analysis with Normotypical Students

This study examines the relationship between self-esteem, study motivation, attentional difficulties, and perceived stress among university students with special formative needs, including specific learning disorders and disabilities), certified by public healthcare institutions. The research aims to compare these students  (n. 150) with their typically developing peers (n. 150) to identify differences in academic and psychological factors. Results indicate that students with special needs demonstrate similar organizational study skills but exhibit higher metacognitive awareness and information processing abilities, likely as a compensatory mechanism. However, they face greater challenges in planning and structuring their learning process. While their perceived stress levels are slightly higher, their self-esteem is unexpectedly higher than that of typically developing students, possibly due to the resilience developed through overcoming academic difficulties. These findings highlight the importance of tailored support programs, including tutoring, digital tools, and psychological support, to enhance study strategies and stress management for both student groups. Addressing these challenges effectively could lead to a more inclusive and successful academic experience for all students.