The Role of Perceived Teacher Expectations in Predicting Cognitive Engagement and Academic Self-Efficacy of Students with Academic Disabilities

This Research was conducted with the aim of determining the role of perceived teacher expectations in predicting cognitive engagement and academic self-efficacy of students with learning disabilities. The method of doing descriptive research was correlation. The statistical population of this research includes all students with learning disabilities in the fourth, fifth and sixth grades of Birjand city in the year ۲۰۲۲-۲۰۲۳, ۱۴۰ of whom were randomly selected according to Morgan's table. The research tool was the teacher's perceived expectations questionnaire (Bolach, ۲۰۰۲), cognitive engagement (Zarang, ۲۰۱۱) and academic self-efficacy (Mijli et al., ۲۰۰۰). The validity of the questionnaires in terms of content and validity was estimated using Cronbach's alpha coefficient for the perceived teacher expectations questionnaire ۰.۷۸, cognitive engagement ۰.۸۸, and academic self-efficacy ۰.۹۱, respectively. The research findings showed that there was a significant relationship between the perceived teacher's expectations and the cognitive involvement of students with learning disabilities (P<۰.۰۱). Also, there was a significant relationship between perceived teacher expectations and academic self-efficacy of students with learning disabilities (P<۰.۰۱). The dimensions of perceived teacher's expectations could predict ۶۹% (R۲=۰.۶۹) of changes in cognitive engagement of students with learning disabilities (P<۰.۰۱). The dimensions of perceived teacher expectations also predicted ۷۸.۲% (R۲=۰.۷۸۲) of the changes in academic self-efficacy of students with learning disabilities (P<۰.۰۱).

Keywords:

Perceived Teacher Expectations , Cognitive Engagement , Academic Self-Efficacy , Students , Learning Disorders