Relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD

Self-concept plays an important role in academic motivation in elementary students with Learning Disabilities (LD). The purpose of this study was to investigate the relationship between self-concept and academic motivation (reading، writing and math) in elementary students with LD. In this correlational study، all students with LD in Brojerd and Malayer cities (67 Students) were selected and they filled out Self-Concept Scale (Burnett، 1994) and Elementary School Motivation Scale (Guay et al، 2005). The Pierson correlation coefficient and multiple regression were used for analyzing the data. Results indicated that there was positive meaningful correlation between reading، writing، math and academic motivation. Also، results showed that there was positive meaningful correlation between cognitive and emotional self-esteem، reading، math، parent and peers relations and school performance self-concept with reading and math motivation and between reading، math، Parent and peers relations and School performance self-concept with writing motivation (p<0. 05). According to regression results، cognitive، physical ability and peers relations self-concept were the strongest variables to predict the academic motivation in elementary students with LD (p<0. 05). Attention to the role of self-concept in reading، writing and math motivation of students with LD is important for researchers and counselors of LD centers.