Document Type : Research Paper
Authors
1 Master's student, Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
2 Assistant professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.
3 B.Sc. Student in Elementary Education, Farhangian University, Tehran, Iran
Abstract
The present study aimed to investigate the relationships between executive functions, academic motivation, anxiety, and depression among students with learning disabilities. This research is applied in terms of purpose and descriptive-correlational in terms of data collection, using a path analysis modeling approach. The statistical population included all middle school students with learning disabilities in Tehran in 2024. A multi-stage cluster sampling method was used: the city was randomly divided into four clusters (North, South, East, and West), 15 schools were selected from each district, and four classes from each school were chosen. Based on DSM-IV criteria and checklists for mathematics, reading, and writing, approximately 300 students with learning disabilities were identified. From this group, 170 students were randomly selected for the study. Data were collected using validated questionnaires whose reliability and validity had been confirmed in previous studies. In this study, face validity and Cronbach's alpha method were also used to ensure the reliability and validity of the instruments. The findings indicated that executive functions have a direct impact on intrinsic and extrinsic motivation. Additionally, the results showed that both depression and anxiety negatively affect intrinsic and extrinsic motivation. These findings highlight the importance of executive functions in academic motivation and emphasize the negative impact of depression and anxiety on reducing academic motivation among students with learning disabilities.
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