Causal Modeling of Specific Learning Difficulties Based on Self-Control with the Mediating Role of Disobedience among Sixth-Grade Students in Urmia
Keywords:
specific learning difficulties, self-control, disobedienceAbstract
The present study aimed to model the causal relationships of specific learning difficulties based on self-control with the mediating role of disobedience among sixth-grade students in Urmia. In terms of its objective, this research was applied, and in terms of its nature and methodology, it employed a descriptive-correlational design based on structural equation modeling. The statistical population consisted of all sixth-grade elementary school students in Urmia during the 2024–2025 academic year. A sample of 250 students was selected through purposive sampling. The research data were collected using the Colorado Learning Difficulties Questionnaire developed by Willcutt et al. (CLDQ), the 13-item Brief Self-Control Scale developed by Tangney et al., and the Golmakani Children’s Disobedience Questionnaire, Parent and Teacher Forms. The research hypotheses were tested through bootstrapping using SmartPLS, and supplementary analyses were performed using SPSS version 26. The results indicated that self-control had a direct effect on specific learning difficulties among sixth-grade students in Urmia. The findings also demonstrated that disobedience mediated the relationship between self-control and learning difficulties. Overall, the proposed causal model of specific learning difficulties based on self-control with the mediating role of disobedience among sixth-grade students in Urmia demonstrated an acceptable fit.
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