A Multi-Informant Study: Mother–Child Relationship and Children with Learning Disability

Abstract

ABSTRACT The current study aimed to assess the influence of learning disability (LD) symptoms on mother–child relationships using a multiple-informant approach. Children with LD aged between 7 and 14 (N = 90), their mothers, and teachers participated in the study. Mothers completed a sociodemographic information form, the Parent–Child Relationship Scale, and the Specific Learning Disability Symptom Check List (Mother Form); teachers completed the Specific Learning Disability Symptom Check List (Teacher Form); and children completed the Two-Field Map to assess their perceptions of closeness to their mothers. Pearson correlation, t-test, and path analyses were conducted. Overall, LD symptoms predicted mother–child positivity, negativity, and children’s perceived closeness to their mothers. Results indicated both agreement and disagreement between mother–teacher and mother–child dyads. The current study assessed differential perspectives in evaluating LD and mother–child relationships to guide researchers in order to develop more comprehensive interventions.