نقش درك حمايت معلم در پيش بيني خودكارآمدي تحصيلي دانش‌آموزان داراي ناتواني يادگيري

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

هدف اين مطالعه، بررسي نقش درك حمايت معلم در پيش بيني خودكارآمدي تحصيلي دانش‌آموزان داراي ناتواني يادگيري بود. روش اين پژوهش از نوع همبستگي است. نمونه ي اين پژوهش 45 نفر از دانش‌آموزان پسر داراي ناتواني يادگيري دوره ي راهنمايي شهرستان رشت بودند كه از ميان دانش‌آموزان شهرستان رشت به صورت تصادفي مرحله اي انتخاب شدند. براي جمع آوري داده ها از آزمون هاي محقق ساخته خواندن، نوشتن و رياضيات، مقياس درك حمايت معلم، مقياس خودكارآمدي تحصيلي و آزمون هوشي ريون استفاده شد. نتايج ضريب همبستگي پيرسون نشان داد كه درك حمايت معلم با خودكارآمدي تحصيلي دانش‌آموزان داراي ناتواني يادگيري رابطه ي معناداري دارد. نتايج تحليل رگرسيون چند متغيري نشان داد كه درك حمايت معلم توان پيش بيني خودكارآمدي تحصيلي دانش‌آموزان داراي ناتواني يادگيري را داراست. اين نتيجه تلويحات مهمي در زمينه آموزش و ارتقاي بهداشت رواني دانش‌آموزان مبتلا به ناتواني هاي يادگيري دارد.

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 self-efficacy in students with learning disabilities. This finding has important implications as regards the education and mental health of students with learning disabilities.