The Relationship between Perceived Teacher Expectations and Cognitive Engagement through the Mediating Role of Academic Self-Efficacy in Students with Learning Disabilities

This research was conducted with the aim of determining the relationship between perceived teacher expectations and cognitive engagement through the mediating role of academic self-efficacy in students with learning disabilities. The method of carrying out descriptive research was correlation type. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year ۲۰۲۲-۲۰۲۳, in the number of ۱۴۰ people, according to Morgan's table, there are ۱۰۳ students (۵۱ girls and ۵۲ boys) by class. They were randomly selected. The research tool was the perceived teacher expectations questionnaire (Bolach, ۲۰۰۲), cognitive engagement (Zarang, ۲۰۱۳) and academic self-efficacy (Mijli et al., ۲۰۰۰). The validity of the questionnaires in terms of content and validity was estimated using Cronbach's alpha coefficient for the perceived teacher expectations questionnaire ۰.۷۸, cognitive involvement ۰.۸۸, and academic self-efficacy ۰.۹۱. Pearson's correlation coefficient test, path analysis and single sample t were used for analysis. The research findings showed that there was a direct and significant relationship between perceived teacher expectations and cognitive engagement and between perceived teacher expectations and academic self-efficacy in students with learning disabilities (P<۰.۰۱). Also, a direct and significant relationship was observed between academic self-efficacy and cognitive involvement in students with learning disabilities (P<۰.۰۱). Academic self-efficacy could play an indirect and mediating role between perceived teacher expectations and cognitive engagement in students with learning disabilities (P<۰.۰۱). The results of the one-sample t-test showed that the teacher's control and orientation was the type of perception of the students with learning disorders from the teacher. The level of cognitive engagement and academic self-efficacy of students was at a low level (P<۰.۰۱).

کلیدواژه ها:

Perceived Teacher Expectations ، Cognitive Involvement ، Academic Self-Efficacy ، Students ، Learning Disorders