Document Type : Research Paper
Authors
1
MA in Psychology, Department of Psychology, The Faculty Of Psychology, Islamic Azad University Of Ardabil, Ardabil, Iran
2
PhD student in Psychology, Faculty of Educational Sciences and Psychology, researcher, Ardabil University, Ardabil, Iran.
10.22098/jld.2026.19588.2323
Abstract
Objective: Research on students’ learning disabilities plays an important role in improving their academic and social performance. The present study aimed to develop a model for identifying factors affecting students’ learning disabilities using a grounded theory approach.
Methods: This qualitative research employed a grounded theory design and was applied in nature. The study population included educational and training experts, school administrators, teachers, and students in Ardabil during the 1403–1404 academic year. A sample of 35 participants was selected using purposive sampling. Data were collected through in-depth face-to-face interviews until theoretical saturation was reached. Inter-coder reliability was confirmed with Cohen’s kappa coefficient of 0.82, and the validity of the instrument and findings was verified by experts and interviewees.
Results: Data analysis indicated that learning disabilities were influenced by causal conditions (psychological, educational, and socio-familial factors), contextual conditions (individual characteristics, family economic status, and school quality), intervening factors (study skills, self-regulation, and support from family and peers), strategies (educational and psychological interventions, study management, and school-family interactions), and outcomes (academic, psychological, and social).
Conclusion: The proposed model demonstrates sufficient coherence and adequacy and can serve as a framework for identifying, preventing, and reducing students’ learning disabilities. It is recommended to implement educational, psychological, and supportive strategies to enhance students’ motivation, study skills, self-regulation, and mental health.
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