Cognitive Flexibility as a Mediator of Academic Behavior in Students With Specific Learning Disorders

The present study examined whether cognitive flexibility statistically mediated the associations of academic help-seeking and teacher–student interaction quality with academic behaviors among students with specific learning disorders (SLD). A cross-sectional correlational design was used to test the model. The population consisted of elementary school students with SLD in the 2024–2025 academic year in Tabriz, Iran. Using convenience sampling, 455 students were recruited from special psychological services centers and schools for SLD. Data were collected using the Cognitive Flexibility Inventory, the Academic Help-Seeking Questionnaire, the Inventory of Teacher–Student Relationship Quality, and the Academic Behaviors Scale. Partial least-squares structural equation modeling indicated that academic help-seeking and teacher–student interaction quality had significant direct effects on academic behaviors of students with SLD. In addition, cognitive flexibility partially mediated the effect of teacher–student relationship quality and help-seeking on academic behavior. These findings suggest that cognitive flexibility may function as an intervening variable linking social-academic processes with academic behavior. Although causal conclusions cannot be drawn, the results suggest that cognitive flexibility, adaptive help-seeking, and high-quality teacher–student relationships may be relevant for supporting more adaptive academic behaviors in students with SLD.