Teacher–Student Interaction Quality and Academic Motivation in Neurodivergent Learners: The Mediating Role of Social Relatedness

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of ۴۰۳ neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on ۷-point Likert scales. Data were analyzed using Pearson correlation in SPSS-۲۷ to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-۲۱ to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .۶۱, p < .۰۰۱) and academic motivation (r = .۵۵, p < .۰۰۱), while social relatedness was strongly correlated with academic motivation (r = .۶۷, p < .۰۰۱). The SEM analysis showed an acceptable model fit (χ²/df = ۲.۳۵, CFI = ۰.۹۷, RMSEA = ۰.۰۵۷). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .۶۱, p < .۰۰۱) and academic motivation (β = .۲۶, p < .۰۰۱). Social relatedness significantly predicted academic motivation (β = .۵۸, p < .۰۰۱), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .۳۵, p < .۰۰۱), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population. This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of ۴۰۳ neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on ۷-point Likert scales. Data were analyzed using Pearson correlation in SPSS-۲۷ to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-۲۱ to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .۶۱, p < .۰۰۱) and academic motivation (r = .۵۵, p < .۰۰۱), while social relatedness was strongly correlated with academic motivation (r = .۶۷, p < .۰۰۱). The SEM analysis showed an acceptable model fit (χ²/df = ۲.۳۵, CFI = ۰.۹۷, RMSEA = ۰.۰۵۷). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .۶۱, p < .۰۰۱) and academic motivation (β = .۲۶, p < .۰۰۱). Social relatedness significantly predicted academic motivation (β = .۵۸, p < .۰۰۱), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .۳۵, p < .۰۰۱), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

کلیدواژه ها:

Teacher–student interaction ، social relatedness ، academic motivation ، neurodivergent learners