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Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581-586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies.

Massive open online courses (MOOCs) offer an exciting range of opportunities to widen access and participation in education. The massive and open nature of MOOCs places the control of learning at the discretion of the learner. Therefore, it is essential to understand learner behaviour. This paper examines the psychological considerations inherent in learning and explores the psychological determinants of learner behaviours relevant to MOOCs. A number of psychological challenges specific to the development and use of MOOCs such as the motivational, emotional and intellectual commitment of MOOC learners, and the skills profile that effective MOOC learners require are discussed. The psychological barriers that learners may encounter when engaging with MOOCs are identified. In doing so, we highlight the importance of considering the psychosocial and cognitive profile of the learner, and provide a psychological characterisation of many of the practical and theoretical issues that inform the design, development and delivery of MOOCs. For example, digital literacy skills, individual differences in motivation and self-regulation are key learner attributes in the context of MOOC-based learning. The temporal dimension of learning is also addressed: how learners perceive time online, how this influences time spent on tasks and how this may impact on the effective use of MOOCs. Given that MOOCs are increasingly being accessed using mobile devices, the psychological challenges of mobile MOOC-based learning are explored. It is anticipated that the insights derived from a psychologically informed consideration of MOOC-based learning will serve as a catalyst for debate, discussion and future research.

Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user‐generated content. This information‐rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may encounter when using mobile devices for mobile learning. We argue that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning.Practitioner Notes What is already known about this topic The educational potential of Web 2.0 technology is yet to be realised. Mobile technology is becoming increasingly widespread and offers immense opportunities for learning. Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts. What this paper adds Identification of five important psychological challenges posed by the mobile learning experience. A characterisation of the resultant skill set required by learners to maximise the potential of mobile learning. Implications for practice and/or policy Learning tasks and materials should be sensitive to the five psychological challenges of the mobile learning experience. To maximise the learning potential of Web 2.0 technology, learners must possess the appropriate profile of psychological (both cognitive and psychosocial) skills.

Successful transition from primary to secondary school is important for psychosocial well‐being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn.