Academic Satisfaction and Self-Efficacy in Medical Students: The Role of Specific Learning Disabilities in Saudi Arabia

Abstract

Medical education is inherently challenging, and students with symptoms suggestive of specific learning disabilities [SLDs; e.g. dyslexia (reading disorder) and dysgraphia (writing disorder)] often face additional academic obstacles. However, limited research exists on how these disabilities impact academic satisfaction and self-efficacy among medical students, particularly in Saudi Arabia. This study explored the prevalence of self-reported SLD symptoms among medical students in Saudi Arabia and their effects on academic satisfaction and self-efficacy. A cross-sectional study of 208 medical students assessed sociodemographics, SLD symptoms, academic satisfaction, and self-efficacy. Analyses included descriptive statistics, Pearson correlation, and multinomial regression [Exp(B) = odds ratio]. Results showed a high prevalence of symptoms reporting: dysgraphia (35.1%), dyscalculia (37.5%), and auditory/language processing difficulties (21.6-24.0%). Dysgraphia [odds ratio (OR) = 2.325, P = 0.020] and dyslexia (OR = 3.697, P = 0.058) predicted lower self-efficacy. Saudi students reported lower self-efficacy ( P = 0.044) and satisfaction ( P = 0.024) than non-Saudi students, potentially due to language/cultural factors. Academic satisfaction strongly correlated with self-reported performance (OR = 6.261, P < 0.001) and self-efficacy ( r = 0.245, P < 0.001). These findings highlight the needs for: (i) formal screening for SLDs, (ii) tailored accommodations, and (iii) future studies evaluating intervention efficacy. Research should also examine longitudinal outcomes across diverse institutions.

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