THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES

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NARIMANI M.; KHOSHNOODNIA CHOMACHAEI B.; ZAHED A.; ABOLGHASEMI A.

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Journal: JOURNAL OF LEARNING DISABILITIES Year:2013 | Volume:3 | Issue:1 (8) Page(s): 110-128

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Information Journal Paper

Title

THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES

Author(s)

NARIMANI M. | KHOSHNOODNIA CHOMACHAEI B. | ZAHED A. | ABOLGHASEMI A. | Issue Writer Certificate

Keywords

PERCEIVED TEACHER SUPPORTQ2

ACADEMIC SELF-EFFICACYQ1

LEARNING DISABILITYQ2

Abstract

The purpose of the present study is to determine the role of PERCEIVED TEACHER SUPPORT in predicting ACADEMIC SELF-EFFICACY in students with learning disabilities. This research is a correlational study. The research sample consisted of 45 students with learning disabilities who were selected by stage random sampling frome among students in Rasht city. The data were collected using the researcher constructed tests for reading, writing and math evaluation, PERCEIVED TEACHER SUPPORT scale, ACADEMIC SELF-EFFICACY scale and Raven’s progressive Matrices. The results of Pearson correlation coefficient showed that PERCEIVED TEACHER SUPPORT is related to ACADEMIC SELF-EFFICACY in students with learning disabilities. The result of enter regression showed that PERCEIVED TEACHER SUPPORT explained ACADEMIC SELF-EFFICACY in students with learning disabilities. This finding has important implications as regards the education and mental health of students with learning disabilities.

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APA: Copy

NARIMANI, M., KHOSHNOODNIA CHOMACHAEI, B., ZAHED, A., & ABOLGHASEMI, A.. (2013). THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, 3(1 (8)), 110-128. SID. https://sid.ir/paper/210133/en

Vancouver: Copy

NARIMANI M., KHOSHNOODNIA CHOMACHAEI B., ZAHED A., ABOLGHASEMI A.. THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES[Internet]. 2013;3(1 (8)):110-128. Available from: https://sid.ir/paper/210133/en

IEEE: Copy

M. NARIMANI, B. KHOSHNOODNIA CHOMACHAEI, A. ZAHED, and A. ABOLGHASEMI, “THE ROLE OF PERCEIVED TEACHER SUPPORT IN PREDICTING ACADEMIC SELF-EFFICACY IN STUDENTS WITH LEARNING DISABILITIES,” JOURNAL OF LEARNING DISABILITIES, vol. 3, no. 1 (8), pp. 110–128, 2013, [Online]. Available: https://sid.ir/paper/210133/en

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