The Association Between Specific Learning Disabilities, Stress Levels, and Negative Emotionality/Neuroticism Scale among College Students Based on MMPI-3 Scores
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Grace del Pino
College:
The College of Health Professions and Human Services
Major:
School and Clinical Psychology (Psy.D)
Faculty Research Advisor(s):
David Brandwein
Abstract:
This study aims to explore the association between Specific Learning Disabilities (SLDs), stress/worry (STW), and negative emotionality/neuroticism (NEGE) levels among college students as measured by the Minnesota Multiphasic Personality Inventory-3 (MMPI-3). Despite extensive research on academic challenges faced by students with SLDs, the objective and standardized measurement of using the MMPI-3 remains unexplored. This research aims to bridge this gap by using the STW and NEGE scale from the MMPI-3 to compare levels between students with and without SLD diagnosis. This offers a more holistic understanding of the psychological impact of SLDs in academic settings. The significance of this study lies in the potential to enhance understanding of the mental health challenges unique to college students with SLDs. According to Hovanitz (1986), these challenges can compromise academic success or correlate with psychopathology. Shin (2017) concludes that perceived stress has a significant direct effect on the well-being of college students. Expanding upon prior studies, MMPI profiles can help guide mental health counselors to attend more carefully to student behaviors (King & Bailly, 2002). While Gregg et al., (1992) notes significant differences in MMPI-2 profiles of individuals with learning disabilities in university settings from those of normally achieving college students, this study is meant to understand specific differences in STW and NEGE scores. These findings have the ability to inform the development of targeted support services and intervention strategies for college students with SLDs, which can reduce stress, anxiety, insecurity, worry, fear, preoccupation with disappointment, and difficulty with time pressure. This could provide valuable insights into the prevalence and intensity of distinguishing between those with and without SLDs, in turn improving academic outcomes. According to Cosden & McNamara (1997), college students with SLDs appear more vulnerable to academic stress and failure compared to their peers without SLDs. This emphasizes the importance of understanding the connection between the diverse needs and experiences of students with SLDs, as identified by Sparks & Lovett (2009). In support of this previous research among university students conducted (Heiman, 2006; Heiman & Precel, 2003; Wright, 1967), anticipated results include elevated STW and NEGE scores experienced by students with SLDs.