Executive Functioning as a Mediator Between Parental Involvement and Math Achievement in Children with Learning Disabilities

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving ۳۷۹ Malaysian parents of children aged ۹ to ۱۲ years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (۱۹۷۰) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version ۲۷, and structural equation modeling (SEM) was performed using AMOS version ۲۱ to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .۴۱, p < .۰۰۱), parental involvement and math achievement (r = .۳۶, p < .۰۰۱), and executive functioning and math achievement (r = .۴۸, p < .۰۰۱). The SEM revealed an acceptable model fit (χ²/df = ۱.۸۴, CFI = ۰.۹۷, RMSEA = ۰.۰۴۵), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = ۰.۲۶, p < .۰۱) and the indirect effect through executive functioning (β = ۰.۱۸, p < .۰۰۱) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes. This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving ۳۷۹ Malaysian parents of children aged ۹ to ۱۲ years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (۱۹۷۰) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version ۲۷, and structural equation modeling (SEM) was performed using AMOS version ۲۱ to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .۴۱, p < .۰۰۱), parental involvement and math achievement (r = .۳۶, p < .۰۰۱), and executive functioning and math achievement (r = .۴۸, p < .۰۰۱). The SEM revealed an acceptable model fit (χ²/df = ۱.۸۴, CFI = ۰.۹۷, RMSEA = ۰.۰۴۵), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = ۰.۲۶, p < .۰۱) and the indirect effect through executive functioning (β = ۰.۱۸, p < .۰۰۱) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.

کلیدواژه ها:

Parental involvement ، Executive functioning ، Math achievement ، Learning disabilities ، Mediation model ، Structural equation modeling ، Cognitive development