A Review of Self-Efficacy and Motivation in Students with Dyslexia: Recent Development, Associated Factors and Impact

Dyslexia is a specific learning difficulty characterised by challenges in reading and spelling abilities; these struggles are linked to academic challenges and emotional stress during adolescence. These difficulties are associated with lower levels of self-efficacy and motivation, which are essential for students to engage in learning and overcome challenges in achieving academic success. This narrative review synthesises papers from 2012 to 2024 that examine secondary school students aged 13–17 years with dyslexia. It adopts Bandura's Social Cognitive theory to categorise the literature into personal factors (self-efficacy, motivation, past achievements, emotions, self-regulation), environmental factors (e.g., teacher, family and peer support, classroom practices, assistive technology) and behavioural outcomes (e.g., academic achievement and psychological well-being). The findings reveal that individuals with dyslexia typically experience lower levels of academic self-efficacy and motivation, which is often linked to literacy challenges or inconsistent support systems and negative educational experiences. Evidence from correlational and intervention studies showed that approaches involving multisensory and personalised instruction, technology-enhanced learning, and supportive relationships among teachers and peers were identified as meaningful contributors, and are associated with small to moderate gains in self-efficacy, motivation, and various academic and emotional outcomes. Family support and a positive school environment are related to higher levels of motivational beliefs and learning behaviour among adolescents with dyslexia. The synthesis highlights important gaps in the research field, especially for adolescents with dyslexia and experiences in cultural, instructional and technological learning environments. Future studies should employ larger, more diverse samples, especially in underrepresented Asian contexts, and adopt longitudinal designs to explore how early, sustained, and digitally supported interventions can enhance self-efficacy and promote academic resilience within this population.