Purpose: The aim of this study was to predict academic motivation based on self-concept with mediation of attention in students with learning disabilities.
Materials and Methods: The study method was basic research and in terms of data collection and analysis method was descriptive and the type of correlation schemes and structural equation modeling. The population of all students with learning disabilities in the first grade of high school in Tehran in the academic year of 1998-99. The sample included 300 of these students. The sampling method in this study was multi-stage cluster in the first stage and purposeful in the second stage. The study tools included the Colorado Wilcott et al.'s Learning Disabilities Handbook (2011), the Harter Academic Motivation Questionnaire (1981), the Rogers Self-Concept Scale (1957), and the Rescue Attention Test (2015).
Findings: The results showed that self-concept has a direct effect on academic motivation of students with learning disabilities. Also, the hypothesis related to the existence of indirect effect of perceived self-concept on academic motivation of students with learning disabilities due to attention with 95% confidence was confirmed (p <0.05).
Conclusion: The results showed that there was a significant positive relationship between self-concept and academic motivation directly and through attention mediation.