Cognitive and Metacognitive Skills, Maternal Involvement in Education and Mother–Child Relationship Among Mothers of Children With and Without Learning Disabilities

Bibliographic Data

ID21638696
AuthorsMohammad Hassan Asayesh (0000-0003-2794-1321, University of Tehran), Yasser Rezapour-Mirsaleh (0000-0002-7308-6912, Ardakan University, corresponding author), Hajar Ebrahimi Kiyasari (Ardakan University), Monire Smaeilbeigi (Shahid Chamran University of Ahvaz)
Year2024
Publication date2024-05-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Family Journal (JOURNAL)
Journal identifiersISSN: 1066-4807 • E-ISSN: 1552-3950
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/10664807241257476
OpenAlexW4399121263
LanguageEN
References cited28

This study aimed to compare the relationship between cognitive and metacognitive skills, involvement in education and mother–child relationship of mothers of children with learning disabilities (LD) and mothers of non-LD children. In this descriptive cross-sectional study, a total of 280 mothers were selected by convenience sampling method. The results showed mothers of children with LD had less cognitive and metacognitive skills, school involvement and quality of mother–child relationship than the mothers of non-LD children. The metacognitive skills play a mediating role in the relationship between cognitive skills and mother–child relationship in mothers of children with LD. Maternal involvement in education also has a mediating role in the relationship between metacognitive skills and the mother–child relationship in both groups of mothers with and without LD students. However, these relationships have more support in mothers of children with LD than in mothers of non-LD children

Cognition · Cognitive skill · Developmental psychology · Learning disability · Metacognition · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education · Psychology

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