Impact of Peer Support on Intrinsic Motivation in Dyslexic Students: The Mediating Role of Academic Self-Efficacy
Keywords:
Dyslexia, Peer Support, Intrinsic Motivation, Academic Self-EfficacyAbstract
Purpose: This study aimed to investigate the effect of peer support on intrinsic motivation in dyslexic students, with academic self-efficacy examined as a mediating variable.
Methods and Materials: A descriptive correlational research design was employed involving 400 dyslexic students aged 10–15 from specialized and inclusive schools in Tehran. Participants were selected through stratified random sampling based on the Morgan and Krejcie table. Standardized instruments were used to measure peer support (Child and Adolescent Social Support Scale), academic self-efficacy (Patterns of Adaptive Learning Scales), and intrinsic motivation (Academic Motivation Scale). Data were analyzed using SPSS-27 for descriptive statistics and Pearson correlations, and AMOS-21 for Structural Equation Modeling (SEM). Model fit was assessed using indices such as χ²/df, GFI, CFI, TLI, and RMSEA.
Findings: Descriptive results indicated high mean levels for intrinsic motivation (M = 5.03, SD = 0.63), peer support (M = 4.82, SD = 0.68), and academic self-efficacy (M = 4.57, SD = 0.74). Pearson correlation analysis revealed significant positive relationships between peer support and academic self-efficacy (r = .46, p < .01), peer support and intrinsic motivation (r = .39, p < .01), and academic self-efficacy and intrinsic motivation (r = .51, p < .01). The SEM showed acceptable fit indices (χ²/df = 2.00, CFI = 0.96, RMSEA = 0.048). Academic self-efficacy partially mediated the relationship between peer support and intrinsic motivation. The total effect of peer support on intrinsic motivation was β = .47 (p < .001), with a direct effect of β = .28 and an indirect effect of β = .19 through academic self-efficacy.
Conclusion: Findings highlight the dual role of peer support—both direct and mediated by academic self-efficacy—in enhancing intrinsic motivation among dyslexic students, suggesting the importance of fostering supportive peer environments and self-belief in inclusive educational settings.
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