The Role of Hope, Self-Compassion, and Parental Resilience in Predicting School Bonding of Students with Specific Learning Disorders

A specific learning disorder is a neurodevelopmental condition that affects not only individuals but also parents, teachers, and the educational system. The current research aims to study the correlation between hope, self-compassion, mental resilience, and school bonding in students with specific learning disorders.

The descriptive research method used in this study was of the correlation type. The statistical population consisted of students with specific learning disorders and their mothers in Tabriz city during the academic year 2018–2019. A total of 132 mothers and students were selected using the available sampling method, and data were collected using Snyder's Hope Scale (1991), Neff's Self-Compassion Scale (2003), Conner and Davidson's Resilience Scale (2003), and Mouton et al.'s School Bonding Scale (1993). Descriptive statistics methods, such as calculating the mean and standard deviation, were used to analyze the statistical data. Additionally, the Pearson correlation test and multiple regression were performed simultaneously using SPSS23 software to analyze the research hypotheses.

Also, according to the statistical results, school bonding has a positive correlation with self-compassion (p=0/001, r=0/338), hope (p=0.001, r=0.601), resilience, common humanity (p=0.005, r=0.050), mindfulness (p=0.005, 231 r=0/0), and resilience (p=0/001, r=0/405), and negative correlation with isolation (p=0/001, r=0/338), and overidentification (r=0/005) p=0, r=0.241), and there is no significant correlation between the self-kindness and self-judgment, with school bonding of students with special learning disorders. Additionally, the results of multiple regression analysis indicate that 47.5% of the changes in the variance of school bonding can be explained by hope, self-compassion, and parental resilience.

The presence of skills such as empathy, self-kindness, non-judgmental attitude towards failures, motivation, goal planning despite obstacles, and resilience in overcoming negative situations or traumatic experiences from mothers has been found to contribute to predicting the academic success of students with specific learning disabilities.