When students with dyslexia enter higher education, studying often creates challenges at different levels. Universities differ in the way they facilitate students with dyslexia in their educational careers. This study focusses on studying with dyslexia from a value-driven perspective. The aim of the study is to investigate valuable goals of students with dyslexia in higher education and the conversion factors that are stimulating and inhibiting in the realization of these valuable goals. Data were collected during focus groups: five focus groups of students with dyslexia (23 participants) and two focus groups of student counsellors (10 participants). Important values for students are their personal development and to prove they can succeed at university level. Not all students are able or being enabled to show their knowledge and skills and to grow within the educational system. Different personal and environmental factors are described that inhibit or facilitate the realization of valuable goals. The results are presented from two perspectives: of students and student counsellors. The implications of the results and guidelines for future research are discussed.

中文翻译：

---

有助于阅读障碍学生在高等教育中实现有价值目标的因素

当患有阅读障碍的学生进入高等教育时，学习常常会带来不同程度的挑战。大学在教育生涯中为患有阅读障碍的学生提供帮助的方式有所不同。这项研究的重点是从价值驱动的角度研究阅读障碍。本研究的目的是调查高等教育中患有阅读障碍的学生的有价值的目标，以及刺激和抑制这些有价值目标实现的转换因素。在焦点小组期间收集数据：五个患有阅读障碍的学生焦点小组（23 名参与者）和两个学生辅导员焦点小组（10 名参与者）。对学生来说，重要的价值观是个人发展并证明他们能够在大学取得成功。并非所有学生都能够或能够展示他们的知识和技能并在教育系统中成长。描述了抑制或促进有价值目标实现的不同个人和环境因素。结果从两个角度呈现：学生和学生辅导员。讨论了结果的影响和对未来研究的指导方针。