The Structural Model of Parents' Literacy Level with Academic Enthusiasm and Academic Boredom of Students with Learning Disabilities

Document Type : Research Article

Authors

1 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

3 Master of Curriculum Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.Iran

Abstract

Objective: The aim of this research is to explore how parental literacy is related to academic enthusiasm and academic boredom among secondary school students with learning disabilities.
Methods: The study is classified as "applied" due to its purpose and "descriptive-survey" due to its method. The population consisted of all 250(92 girls and 63 boys) secondary school students (7th to 9th graders) who have learning disabilities and attend special education schools in the Kurdistan Province during 2022 and 2023.To determine the sample size, the Krejcie & Morgan table was used to select 155 students. Data was collected using a parent literacy questionnaire developed by the researchers (PLQ), an academic enthusiasm questionnaire by Fredricks, Blumenfeld & Paris (QAE), and an academic boredom questionnaire by Pekrun, Götz, Titz, and Perry (QAB). Data analysis was performed using SPSS26, and the structural equation model fit was performed using the Smart PLS3 package.
Results: The findings indicated a significant association between parental literacy and academic enthusiasm and academic boredom in secondary school students with learning disabilities, where parental literacy is capable of explaining 89% of the variance in academic enthusiasm and academic boredom.
Conclusions: These results suggest that parental literacy can enhance students' enthusiasm and lessen academic boredom.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 205-221

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