Shame over Having a Child with a Learning Disorder and Academic Performance of Affected Students: Mediating Role of Parental Involvement

Document Type : Empirical Studies

Authors

1 Baqiyatallah University of Medical Sciences, Tehran, Iran

2 University of Tehran, Tehran, Iran

3 Shahed University, Tehran, Iran

Abstract

Home-based parental involvement is essential for accommodating the learning process for children with learning disorders. The present study was thus aimed at investigating the mediating role of parental involvement in the relationship between shame over having a child with a learning disorder and the performance of students with learning disabilities. To this end, a sample of 140 students with learning disorders was selected from the elementary school students in Tehran, using a random sampling method. In this study, Olson Barnes' Parental Involvement Scale and the Parent's Attitude Scale were applied. The results revealed that both the feeling of shame over having a child with a learning disorder and parental involvement had direct and significant effects on the performance of students with learning disorders. That is, the more positive the parents’ attitudes toward their children, the more involved they are in both home and school activities. Furthermore, shame over having a child with a learning disorder has a significant effect on the student's performance through parental involvement. The model was a good fit and 17% of the variance in the academic performance of these students was explained by parents' shame and parental involvement.

Keywords

References

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Mental Health: Research and Practice
Volume 1, Issue 2
October 2022
Pages 35-42

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History

  • Receive Date: 12 February 2022
  • Revise Date: 14 April 2022
  • Accept Date: 26 October 2022

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