وضعيت اجتماعي-اقتصادي و عملكرد دانش آموزان داراي اختلال يادگيري: بررسي نقش واسطه اي درگيري والدين

Socioeconomic status and performance of students with learning disabilities: the mediating role of parent involvement

هدف پژوهش حاضر بررسي نقش واسطه اي مشاركت والدين در رابطه بين وضعيت اجتماعي و اقتصادي والدين و عملكرد دانش آموزان داراي اختلال يادگيري است. پژوهش حاضر از نوع همبستگي در قالب تحليل مسير است. نمونه 150 دانش آموز با اختلال يادگيري از كليه دانش آموزان داراي اختلال يادگيري شهر تهران به روش نمونه گيري تصادفي انتخاب شدند. در اين پژوهش از مقياس مشاركت والدين اولسون بارنز (1992) استفاده شد. نتايج نشان داد كه وضعيت اجتماعي اقتصادي داراي اثر مستقيم معنادار بر عملكرد دانش آموزان داراي اختلال يادگيري است و اثر درگيري والدين بر عملكرد نيز معنادار بوده است. همچنين وضعيت اجتماعي اقتصادي به واسطه درگيري والدين بر عملكرد دانش آموزان تاثير معنادار دارد. مدل برازش خوبي داشته و 18 درصد از واريانس عملكرد دانش آموزان توسط مدل تبيين شد.

Aim: The purpose of this study was to investigate the mediating role of parental involvement in the relationship between the social and economic status of parents and the performance of students with learning disabilities. Methods: A sample of 150 students with learning disabilities from all the students were selected by sampling method. In this research, Olson Barnes (1992) parental involvement scale was used. Results: The results showed that socioeconomic status has a significant direct effect on the performance of students with learning disabilities. an‎d the effect of parent involvement on performance has also been significant. Also, the socioeconomic status has a significant effect on students' performance due to parental involvement. Model has a good modification and 18% of the variance in performance explained by this model. Conclusion: According to results of this study, it is likely that parents of students with better socioeconomic, more involved in the education of their children and also this leads to more performance of their children