Self-image, representation of the future, and school commitment in children and adolescents with learning disabilities [Rappresentazione di sé e del futuro e impegno scolastico in bambini e adolescenti con disturbo specifico dell’apprendimento]

[Autom. eng. transl.] The Self-Esteem Scale, the Perceived Scholastic Self-Effectiveness Scale and the Positivity Scale were applied to 38 students with SLD and 38 students without learning problems aged 8-18 and information on their school situation was collected. Students with SLD show lower levels of self-esteem but the differences between the two groups were significant only in upper secondary school. Perceived school self-efficacy and positivity decrease with the progress of the school level in the group with SLD, remaining stable in the control group. Overall academic performance and readiness to engage in individuals with SLD are related to perceived school self-efficacy.