الدور الوسيط للوظائف التنفيذية في العلاقة بين المساندة الاجتماعية المدركة و الاندماج الأكاديمي في بيئات التعلم الالكتروني لدى الطلاب ذوي الإعاقة العقلية القابلين للتعلم

Abstract EN

The present study aimed to determine the correlational relationship between executive functions, social support, and academic engagement at e-learning environments among educable students with mental retardation, and to identify the differences in these variables between students of different school grades, and to determine the direct and indirect impact of social support and executive functions on Academic engagement, A sample included 97-educable students with intellectual retardation from the grades: first to seventh (Mage=151.5 ±21 months; IQ=65.01 ±4.72), 89-parents of these students, Executive functions (Thorell & Nyberg, 2008), the social support scale (Malecki & Demaray, 2002), and the academic engagement scale by the researcher used in the study.

The study showed a negative correlation between executive functions: working memory, planning, regulation, and inhibition, and social support: parents, and teachers, and academic engagement: behavioral, emotional, and cognitive (p≤.05), it showed a positive correlation between social support, and academic engagement among students (p≤.05).

A study showed significant differences between lower and higher students in different grades in executive functions, social support, and academic engagement (p≤.05).

Parental social support and working memory as predicted with academic engagement among students.

The study showed mediated role of executive functions in the relationship between perceived social support and academic engagement in e-learning environments among students with intellectual retardation.