University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 15 1 2025 08 23 The Effectiveness of Parental Efficacy on the Academic Engagement and Performance of Migrant Students with Specific Learning Disorders The Effectiveness of Parental Efficacy on the Academic Engagement and Performance of Migrant Students with Specific Learning Disorders 1 22 29277 10.22108/cbs.2025.142603.1928 FA Abdulqahir Hamed Ph. D. Student in Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Salar Faramarzi Professor in Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Ahmad Abedi Professor in Psychology and Education of Children with Special Needs Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. Journal Article 2024 10 22 The study aimed to investigate the effectiveness of parental efficacy training on the academic engagement and performance of Afghan immigrant students with specific learning disorders living in Isfahan. The research method was quasi-experimental, utilizing a pre-test-post-test design with a control group. For this purpose, 30 students with specific learning disorders and their parents in Isfahan, studying in elementary school during the 2023-2024 academic year, were selected using a purposive method based on the inclusion criteria. They were randomly assigned to two groups: an experimental group (15 participants) and a control group (15 participants). The instruments used included the Academic Engagement and Academic Performance Scale, and interventions related to parental efficacy training following Gordon's (2000) approach were implemented for the experimental group over two months in eight 90-minute sessions. A post-test was administered upon completion of the training program. Data were analyzed using analysis of covariance (ANCOVA). Results indicated a significant difference (p<0.01) between the experimental and control groups in the variables of academic engagement and academic performance in the post-test phase. This suggests that parental efficacy training effectively improves students' academic engagement and academic performance supporting its inclusion in educational programs. The training program is recommended for therapists, educators, psychologists, and counselors. Introduction A specific learning disorder is a neurodevelopmental condition characterized by persistent difficulties in one of the three key areas of learning skills: reading, writing, and mathematics, which are essential for the learning process (Scaria et al., 2023). This disorder affects a significant percentage of school-aged children, with estimates suggesting that 5 to 15 percent of children in different languages and cultures have a specific learning disorder (Chieffo et al., 2023). One influencing factor that leads to educational progress for students with learning disorders is "academic engagement," which is considered an important harbinger of learning (Zyngier, 2008). Students with high levels of engagement tend to show great perseverance and effort in all areas, especially in academics (Nejatifar et al., 2023). Academic performance is another variable examined in children with learning disorders, serving as a fundamental criterion for evaluating students' educational achievements (Werang et al., 2024). Therefore, academic performance has always been important for teachers, students, parents, and educational researchers (Palardy et al., 2015). Research evidence suggests that academic engagement and performance are influenced by various factors, including parental involvement (Kushwaha & Ahmad, 2024). Therefore, it appears that parental efficacy training helps improve the academic performance of students. However, no research has been conducted in Iran to examine the impact of parental efficacy training on Afghan immigrant students with specific learning disorders. Based on this, the present research question is whether parental efficacy training affects the academic engagement and performance of Afghan immigrant students with specific learning disorders residing in Isfahan. Method This research used a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all Afghan immigrant students with specific learning disorders in Isfahan and their parents during the 2023-2024 academic year. Schools specifically for these students were identified for sampling. Using a diagnostic checklist (2022), Raven's Progressive Matrices test (1981), and clinical interviews, 30 students from third, fifth, and sixth grades were purposefully selected and randomly assigned to two groups: experimental and control (15 participants each). The Academic Engagement Scale and descriptive report cards were used to assess academic performance in both the pre-test and post-test phases. Parental efficacy training, based on Gordon's (2000) approach, was conducted over two months in eight 90-minute sessions for the experimental group. The data were analyzed using statistical indicators such as percentage, mean, standard deviation, and the analysis of covariance (ANCOVA). Results The following table shows the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance. In the following sections, the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance are presented. Table: The mean standard deviation of the experimental and control groups Scales Experimental Control Mean Std. Dev Mean Std. Dev Academic Engagement Pre-test 32.46 6.34 33.60 6.98 Post-test 47.80 5.64 36.20 5.77 Academic Performance Pre-test 6.00 1.88 5.60 1.72 Post-test 10.80 1.14 5.80 1.47 The results of Table 1 indicated that the mean scores of academic engagement and performance in the experimental group increased in the post-test compared to the pre-test. This difference was significant both when compared to the pre-test and when compared to the control group. This means that the parental efficacy training successfully enhanced the students' academic engagement and performance in the post-test phase. Discussion As observed, the results of this study showed that parental efficacy training increased academic engagement scores in the post-test phase and that there was a significant difference between the groups in all dimensions of academic engagement (behavioral, emotional, and cognitive). Additionally, the results for the academic performance variable showed that the mean academic performance scores of the experimental group increased in the post-test compared to the pre-test, and this difference was significant in comparison with the pre-test and the control group. Therefore, it appears that parental efficacy training, by altering learning methods between parents and children, correcting incorrect parental behaviors, teaching proper parenting techniques, problem-solving, increasing flexibility and acceptance, empathetic listening, and using more encouraging feedback, has led to an increase in academic engagement and improvement in the academic performance of the students. Although the research was conducted exclusively in special schools for immigrants in Isfahan, which limits the generalizability of the results, these findings can be useful for educators and education policymakers, especially the staff and teachers in special schools for immigrants, to make macro-educational decisions and plans. The study aimed to investigate the effectiveness of parental efficacy training on the academic engagement and performance of Afghan immigrant students with specific learning disorders living in Isfahan. The research method was quasi-experimental, utilizing a pre-test-post-test design with a control group. For this purpose, 30 students with specific learning disorders and their parents in Isfahan, studying in elementary school during the 2023-2024 academic year, were selected using a purposive method based on the inclusion criteria. They were randomly assigned to two groups: an experimental group (15 participants) and a control group (15 participants). The instruments used included the Academic Engagement and Academic Performance Scale, and interventions related to parental efficacy training following Gordon's (2000) approach were implemented for the experimental group over two months in eight 90-minute sessions. A post-test was administered upon completion of the training program. Data were analyzed using analysis of covariance (ANCOVA). Results indicated a significant difference (p<0.01) between the experimental and control groups in the variables of academic engagement and academic performance in the post-test phase. This suggests that parental efficacy training effectively improves students' academic engagement and academic performance supporting its inclusion in educational programs. The training program is recommended for therapists, educators, psychologists, and counselors. Introduction A specific learning disorder is a neurodevelopmental condition characterized by persistent difficulties in one of the three key areas of learning skills: reading, writing, and mathematics, which are essential for the learning process (Scaria et al., 2023). This disorder affects a significant percentage of school-aged children, with estimates suggesting that 5 to 15 percent of children in different languages and cultures have a specific learning disorder (Chieffo et al., 2023). One influencing factor that leads to educational progress for students with learning disorders is "academic engagement," which is considered an important harbinger of learning (Zyngier, 2008). Students with high levels of engagement tend to show great perseverance and effort in all areas, especially in academics (Nejatifar et al., 2023). Academic performance is another variable examined in children with learning disorders, serving as a fundamental criterion for evaluating students' educational achievements (Werang et al., 2024). Therefore, academic performance has always been important for teachers, students, parents, and educational researchers (Palardy et al., 2015). Research evidence suggests that academic engagement and performance are influenced by various factors, including parental involvement (Kushwaha & Ahmad, 2024). Therefore, it appears that parental efficacy training helps improve the academic performance of students. However, no research has been conducted in Iran to examine the impact of parental efficacy training on Afghan immigrant students with specific learning disorders. Based on this, the present research question is whether parental efficacy training affects the academic engagement and performance of Afghan immigrant students with specific learning disorders residing in Isfahan. Method This research used a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all Afghan immigrant students with specific learning disorders in Isfahan and their parents during the 2023-2024 academic year. Schools specifically for these students were identified for sampling. Using a diagnostic checklist (2022), Raven's Progressive Matrices test (1981), and clinical interviews, 30 students from third, fifth, and sixth grades were purposefully selected and randomly assigned to two groups: experimental and control (15 participants each). The Academic Engagement Scale and descriptive report cards were used to assess academic performance in both the pre-test and post-test phases. Parental efficacy training, based on Gordon's (2000) approach, was conducted over two months in eight 90-minute sessions for the experimental group. The data were analyzed using statistical indicators such as percentage, mean, standard deviation, and the analysis of covariance (ANCOVA). Results The following table shows the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance. In the following sections, the mean scores and standard deviations of the experimental and control groups in the pre-test and post-test phases for the variables of academic engagement and academic performance are presented. Table: The mean standard deviation of the experimental and control groups Scales Experimental Control Mean Std. Dev Mean Std. Dev Academic Engagement Pre-test 32.46 6.34 33.60 6.98 Post-test 47.80 5.64 36.20 5.77 Academic Performance Pre-test 6.00 1.88 5.60 1.72 Post-test 10.80 1.14 5.80 1.47 The results of Table 1 indicated that the mean scores of academic engagement and performance in the experimental group increased in the post-test compared to the pre-test. This difference was significant both when compared to the pre-test and when compared to the control group. This means that the parental efficacy training successfully enhanced the students' academic engagement and performance in the post-test phase. Discussion As observed, the results of this study showed that parental efficacy training increased academic engagement scores in the post-test phase and that there was a significant difference between the groups in all dimensions of academic engagement (behavioral, emotional, and cognitive). Additionally, the results for the academic performance variable showed that the mean academic performance scores of the experimental group increased in the post-test compared to the pre-test, and this difference was significant in comparison with the pre-test and the control group. Therefore, it appears that parental efficacy training, by altering learning methods between parents and children, correcting incorrect parental behaviors, teaching proper parenting techniques, problem-solving, increasing flexibility and acceptance, empathetic listening, and using more encouraging feedback, has led to an increase in academic engagement and improvement in the academic performance of the students. Although the research was conducted exclusively in special schools for immigrants in Isfahan, which limits the generalizability of the results, these findings can be useful for educators and education policymakers, especially the staff and teachers in special schools for immigrants, to make macro-educational decisions and plans.

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