The role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities

Document Type : Research Paper

Authors

1 Master's student in educational psychology, University of Sistan and Baluchistan, Zahedan, Iran

2 Professor, Department of Psychology, University of Sistan and Baluchestan, Zahedan, Iran

3 Associate Professor and Faculty Member of Faculty of Educational Sciences, University of Sistan and Baluchistan, Zahedan, Iran

10.22098/jld.2024.14774.2157

Abstract

Objective: This research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities.
Method: The descriptive research method was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year 1402-1401, 140 of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bulach, 2002), cognitive engagement (Zarang 2011) and academic self-efficacy (Midgley et al., 2000). Pearson's correlation coefficient and multiple regression were used to analyze the statistical data.
Results: The results of the research showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<0/01). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<0/01). The dimensions of perceived teacher's expectations could predict 69% of the changes in cognitive engagement of students with learning disabilities (P<0/01). Dimensions of perceived teacher's expectations also predicted 78% of the changes in academic self-efficacy of students with learning disabilities (P<0/01).
Conclusion: It can be concluded that cognitive engagement and academic self-efficacy are related and effective variables related to students' connection with school.

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