The structure of mental activity and the consequent development of its components functionally affect the quality of the students’ performance. The aim of this research was to know the difference between some structural details of the psychological levels of the functionality of the students with and without learning difficulties. It is a predominantly quantitative and experimental study with independent variables such as age, school year, school retentions, cognitive aptitude and motivation to learn, and with dependent variables such as performance or school success. The sample of this research consisted of 550 students: 275 with and 275 without learning difficulties. The methodological instruments used were psychological interviews, sociodemographic questionnaires, record of the students' performance in the three periods of the last two school years and evaluation by teachers and par...

The structure of mental activity and the consequent development of its components functionally affect the quality of the students’ performance. The aim of this research was to know the difference between some structural details of the psychological levels of the functionality of the students with and without learning difficulties. It is a predominantly quantitative and experimental study with independent variables such as age, school year, school retentions, cognitive aptitude and motivation to learn, and with dependent variables such as performance or school success. The sample of this research consisted of 550 students: 275 with and 275 without learning difficulties. The methodological instruments used were psychological interviews, sociodemographic questionnaires, record of the students' performance in the three periods of the last two school years and evaluation by teachers and par...