The role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among students with specific learning disability

The present study was aimed at examining the role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among male students with specific learning disability. The present study was a correlational research. The study sample consisted of 110 elementary fourth- and fifth-grade male students with specific learning disabilities in the academic year of 2015-2016 in Boukan. They were selected from Boukan’s students using a multistage cluster sampling method. To collect the required data, Colorado Learning Difficulties Questionnaire (CLDQ), Structured Clinical Interview Based on the Symptoms in DSM-5, Children’s Self-Concept Scale, Social Support, Parenting Style, and Academic Buoyancy were employed. The results of Pearson correlation coefficient indicated that children’s self-concept (r=0.75), family’s social support (r=0.42), and parenting style (r=0.59) were significantly correlated with academic vitality among students with specific learning disabilities (P<0.01). The results of multivariate regression analysis showed that children’s self-concept, family’s social support, and parenting styles were significant in predicting academic vitality among students with specific learning disabilities (P<0.001). These results show that an increase in children’s self-concept, family’s social support, and a parenting styles in which physical punishment and poor supervision decrease can lead to an increase in academic vitality among those students.