Thesis:

The role of academic motivation in the relationship between academic self-efficacy and dyslexia among third-grade female elementary school students in Sabzevar city.

the present study aimed to investigate the mediating role of academic motivation in the relationship between academic self-efficacy and dyslexia among third-grade female elementary school students in Sabzevar, Iran.This applied research employed a descriptive-correlational design using Structural Equation Modeling (SEM). The statistical population consisted of all third-grade female elementary school students in Sabzevar (3000 Personal ) during the 2025–2026 academic year. A total of 341 students were selected through a multistage cluster sampling method. Data were collected using the Jinks and Morgan Academic Self-Efficacy Scale (1999), the Vallerand et al. Academic Motivation Scale (1992), and the Mihandoust Dyslexia Questionnaire (2017). The validity of the instruments was confirmed by experts, and their reliability was verified using Cronbach's alpha coefficients. Data were analyzed using SPSS version 26 and AMOS version 24, applying Pearson's correlation coefficient and Structural Equation Modeling. The findings indicated that academic self-efficacy had a significant negative effect on dyslexia (? = -0.673, p < 0.001) and a significant positive effect on academic motivation (? = 0.971, p < 0.001). Furthermore, academic motivation had a significant negative effect on dyslexia (? = -0.321, p < 0.001). The indirect effect analysis also revealed that academic motivation significantly mediated the relationship between academic self-efficacy and dyslexia (? = -0.311). The findings suggest that enhancing students' academic self-efficacy can reduce dyslexia symptoms both directly and indirectly through improving academic motivation. Accordingly, educational and psychological interventions aimed at strengthening students' self-efficacy beliefs and academic motivation may play an important role in reducing reading difficulties and improving academic performance..

Keywords: Academic Self-Efficacy, Academic Motivation, Dyslexia, Elementary School Students, Structural Equati