The Mediating Role of Academic Motivation in the Relationship Between Self-Efficacy and Academic Achievement of Students with Learning Disabilities

Objective: This study aimed to examine the mediating role of academic motivation in the relationship between academic self-efficacy and academic achievement among students with learning disabilities. Methods and Materials: This research used a descriptive correlational design. The statistical population included all students with learning disabilities attending educational centers in Shahroud and Damghan during the 2024–2025 academic year. A total of 120 students (65 boys and 55 girls) were selected using purposive and multi-stage cluster sampling. Data were collected using the Academic Self-Efficacy Scale (Jinks & Morgan, 1999), the Academic Motivation Scale (Vallerand et al., 1992), and students' GPA scores. Data were analyzed using Structural Equation Modeling (SEM) in AMOS-21. Findings: Path analysis results indicated that academic self-efficacy had a significant direct effect on academic motivation (β=0.62, p=0.001). Academic motivation showed a significant direct effect on academic achievement (β=0.54, p=0.001). Academic self-efficacy also had a significant direct effect on academic achievement (β=0.25, p=0.004), and an indirect effect through academic motivation (β=0.34, p=0.001). The structural model demonstrated good fit (X²/df=1.91, GFI=0.96, CFI=0.98, RMSEA=0.06). Conclusion: The findings revealed that academic self-efficacy enhances academic achievement both directly and indirectly by increasing academic motivation among students with learning disabilities. Therefore, enhancing self-efficacy and academic motivation can be an effective strategy for improving the academic performance of this student group.