Parental involvement plays a critical role in the development of children with autism spectrum disorder (ASD), and can promote children’s developmental and educational outcomes. This study aimed to compare mothers and fathers of children with ASD’s social support and education levels in relation to their level of involvement. Participants included 107 parents (61 mothers, 46 fathers) of children with ASD aged 2 to 7 years. Three instruments measured parents’ involvement, formal and informal social support, and education levels. As hypothesized, mothers reported higher levels of involvement than fathers, which related to their informal support (non-formal relatives), while fathers reported receiving greater formal support than mothers. Hierarchical multiple regression analyses revealed unique gender differences in the predictors of parental involvement. For example, parental education positively predicted involvement only among fathers. Practical implications for services and child–family interventions are discussed.

The present study tested a comprehensive model in which five social, emotional, and behavioral (SEB) skill domains (self-management, social engagement, cooperation, emotional resilience, and innovation; also known as “soft skills”) were associated with academic achievement and satisfaction directly and through the mediation of academic self-efficacy and self-regulated learning (SRL) strategies. The participants were 319 undergraduate students (mean age = 22.74, SD = 4.68; 255 females) from Spain, Italy, and Israel. Self-report questionnaires were administered for this study. Our results showed that academic self-efficacy and SRL significantly mediated the relationships between self-management and social engagement skills with academic achievement, after controlling for sex, age, year of study, and nationality. Academic self-efficacy uniquely mediated the relationship between SEB skills and academic achievement and satisfaction. Fostering socio-emotional skills can benefit students during higher education and lead to positive perceptions of themselves as competent and self-regulated learners, which can lead to greater academic satisfaction and achievement.

This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students’ positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD.

The academic challenges faced by students with neurodevelopmental disorders, including specific learning disorders (SLD) and attention-deficit hyperactivity disorder (ADHD), are reflected in learning processes and academic outcomes. This study examined associations between motivational and metacognitive factors and academic achievement among higher education students with and without SLD/ADHD from Israel, Italy, and Spain. Participants were 687 students, including 223 diagnosed with SLD/ADHD and 464 in a comparison group without disabilities. Academic self-efficacy (ASE), self-regulated learning (SRL), academic satisfaction, and achievement were assessed via self-report questionnaires. Students with SLD/ADHD reported lower achievement (i.e., average grade) as well as lower ASE and SRL than peers without disabilities, but no differences were found in academic satisfaction. Important, ASE and SRL fully mediated the relationship between SLD/ADHD and academic achievement. These findings highlight the critical role of motivational and metacognitive factors in promoting academic success among students with neurodevelopmental disorders in higher education.

Sisters and brothers play an important role in the lives of their siblings with intellectual and developmental disabilities (IDD), starting in childhood and commonly increasing in adulthood. The current study compared typically-developing adult sisters’ and brothers’ level of involvement in the care of their siblings with IDD. Beyond this, the study examined differences in sisters’ and brothers’ readiness for primary caregiving – including their readiness for guardianship and belief in their sibling’s independent decision-making, loneliness, and self-efficacy, and how these variables predict their involvement. Participants included 175 Israeli adult (aged 18 years and older) siblings – 118 sisters and 57 brothers of individuals with IDD (Intellectual Disability and/or Autism Spectrum Disorder). The participants completed online questionnaires. Results revealed sex differences, with sisters reporting more social involvement, greater belief in their sibling’s ability to make independent decisions, lower levels of loneliness, and higher self-efficacy than brothers. Additionally, hierarchical regression analyses revealed a unique sex difference in predicting siblings’ involvement, with readiness for the future role of guardianship positively predicting involvement only among brothers. Variability in sisters’ and brothers’ involvement needs to be considered when exploring transition planning to primary caregiving, including guardianship and supported decision-making.

Students with specific learning disorders (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) often face challenges in higher education; however, the role of personal and study-related resources in their academic adjustment is not fully understood. This study examined the associations between an SLD/ADHD diagnosis and academic achievement and satisfaction, focusing on the mediating role of social, emotional, and behavioral (SEB) skills, academic self-efficacy (ASE), and self-regulated learning (SRL). Participants were 651 undergraduates, including 318 students with SLD/ADHD, who completed self-reports of SEB skills, ASE, SRL, academic satisfaction, and grade point average. Students with SLD/ADHD reported significantly lower levels across all study variables than peers without disabilities. Structural equation modeling indicated that SEB, ASE, and SRL operated as parallel mediators of the association of diagnosis with academic satisfaction, whereas ASE uniquely mediated the association with academic achievement. These findings clarify mechanisms underlying academic adjustment in higher education for individuals with SLD/ADHD and, therefore, have implications for delivery of support to this student population.