The role of perceived teacher support in predicting academic self-efficacy in students with learning disabilities

Document Type : Research Paper

Authors

1 Corresponding Author: Professor of Psychology, University of Mohaghegh Ardabili

2 MA. in Psychology, University of Mohaghegh Ardabili

3 Associate Professor, University of Mohaghegh Ardabili

4 Associate Professor of Psychology, University of Mohaghegh Ardabili

jld-3-1-92-7-7

Abstract

The purpose of the present study is to determine the role of perceived
teacher support in predicting academic self-efficacy in students with
learning disabilities. This research is a correlational study. The research
sample consisted of 45 students with learning disabilities who were selected
by stage random sampling frome among students in Rasht city. The data
were collected using the researcher constructed tests for reading, writing and
math evaluation, perceived teacher support scale, academic self-efficacy
scale and Raven’s progressive Matrices. The results of Pearson correlation
coefficient showed that perceived teacher support is related to academic
self-efficacy in students with learning disabilities. The result of enter
regression showed that perceived teacher support explained academic selfefficacy
in students with learning disabilities. This finding has important
implications as regards the education and mental health of students with
learning disabilities.

Keywords


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