Zeinab Jafary - Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Background: Parental stress have a long-term effect on the behavior, performance and personality of the child. The aim of this study was to investigate the role of parental stress of mothers in predicting academic and social adjustment of students with learning disabilities. Methods: This applied research was a descriptive-correlational study. Statistical population included all mothers of children with learning disabilities, received services from government learning disability centers in Mashhad in the winter of ۲۰۱۹ (۳۳۰ people). Based on the Morgan's table, ۱۸۱ people were selected using a convenience sampling method. The Aydin (۱۹۸۳) Parental Stress Scale and the Sinha and Singh Student Adjustment Scale (۱۹۹۳) were used to collect data. Cronbach's alpha coefficients for all variables and components of the study were greater than ۰.۷. Data were analyzed by regression coefficient test using SPSS-۲۲ software. Results: The value of the correlation coefficient was - ۰.۳۰۵. There was a negative and moderate relationship between the variable of mothers' parental stress and the level of academic adjustment. The coefficient of determination between these two variables was ۰.۰۹۳, indicating that ۰.۰۹ of the changes in the level of academic adaptation of students with learning disabilities were influenced by the variable of mothers' stress. Conclusion: To improve and enhance the academic and social adjustments of students with learning disabilities, it is necessary to pay attention to mental health, stress status and the styles used by parents, especially mothers, in coping with stressful situations.

Academic Adjustment; Learning Disabilities; Social Adjustment; Stress Psychological; Students