The mediating role of parent involvement in relationship between Shame of having a child with learning disabilitiy and Academic Performance in Students with learning disabilities

• Published in: Ravānshināsī-i afrād-i istis̠nāyī (Online) Vol. 12; no. 46; pp. 1 - 22
• Main Authors: zahra Naghsh, zahra Ramezani Khamsi, Samira Vakili
• Format: Journal Article
• Language: Persian
• Published: Allameh Tabataba'i University Press 01-06-2022
• Subjects: parental involvement; shame of having a child with learning disabilities
• ISSN: 2252-0031; 2476-647X
• DOI: 10.22054/jpe.2022.65169.2401

Parental involvement at home is essential for the learning and success of children with learning disabilities. The purpose of the present study was to investigate the mediating role of parent participation in the relationship between the shame of having children with learning disabilities and the performance of students with learning disabilities. 140 students with learning disabilities were selected from all pupils of Tehran's primary school by the available sampling method. In this study, the Parental Involvement Scale of Olson Barnes (1992) was used to investigate parents' participation and the Parent's Attitude Scale (GOODNER, 2002) was used to investigate the shame of having a child with a learning disability. The results showed that the shame of having a child with a learning disorder has a direct and significant effect on the performance of students with learning disabilities and the effect of parent involvement on the performance is direct and significant (p<0.05). The more positive the parents' attitude towards their children, the more their involvement and participation in home and school activities will be. Also, the shame of having a child with a learning disorder has a significant effect on the student's performance due to the parents' participation. The model has a good fit and 17% of students' performance variance is explained by the research variables.