comparison of family emotional atmosphere, family flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy between students with learning disabilities and regular students

Purpose: this study aims to compare the family emotional atmosphere and flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy between students with learning disabilities and regular students.  methods and materials: the statistical population included third- and fourth-grade students from dhi qar province during the 2024 academic year, from which 250 students (125 students with learning disabilities and 125 regular students) were selected through multi-stage cluster random sampling. data were collected using the family emotional atmosphere questionnaire (hillburn, 1964), family flexibility questionnaire (shakeri, 2003), academic achievement scale (wells, 2010), academic procrastination scale (solomon rothblum, 1984), and academic self-efficacy scale (jinks morgan, 1999), and were analyzed using one-way analysis of variance (anova).  findings: the research findings indicated a significant difference (p < .01) between students with learning disabilities and regular students in terms of family emotional atmosphere, family flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy. specifically, students with learning disabilities reported lower levels of family emotional atmosphere, family flexibility, academic achievement, and academic self-efficacy, and higher levels of academic procrastination. conclusion: overall, the results of this study showed that the family functioning of students with learning disabilities is in a less favorable state compared to the families of regular students. this situation can have negative and destructive effects on their children’s self-efficacy beliefs, self-worth, and academic performance. therefore, families and caregivers of children with learning disabilities can benefit from participating in advanced educational programs to gain a comprehensive understanding of the disorder.