Child-Teacher Relationship Quality, Homework Problems, Behavior Problems, and Social Adjustment in Students with Learning Disability: A Path analysis

Document Type : Original Article


1 Department of Counseling, Faculty of Humanities & Social Sciences, Ardakan University, Ardakan, Iran

2 Iranian Academic Center for Education, Culture & Research, Fars Branch, Behavioral Sciences Group, Shiraz, Iran.

3 Department of Occupational Therapy, Faculty of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran.


Child-teacher relationship is one of the determinants of students’ behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students’ behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students.