Date of Award
2026
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Counseling and School Psychology
First Advisor
Christina Alviso, Ph.D.
Second Advisor
Justin Low, Ph.D.
First Committee Member
Souria Lutfi, Ed.D.
Abstract
The present study focuses on how obsessive-compulsive disorder (OCD) symptoms influence reading abilities and whether parent-teacher relationships and family emotional expressiveness moderate that relationship. This study provides further knowledge on the relationship between mental health struggles and academic performance and possible risk/protective factors. Structural equation modeling through AMOS 31 was used to construct path analysis models to analyze the significance of OCD symptoms on reading abilities with parent-teacher involvement and family emotional expressiveness, both positive and negative, as moderators. The relationship between OCD symptoms and reading abilities indicated a consistent negative association though not statistically significant. Parent-teacher involvement did indicate a significant association with higher reading abilities; however, it did not appear to moderate the relationship between OCD symptoms and reading. Positive and negative emotional expressiveness significantly moderated the relationship between OCD symptoms and reading; however, OCD symptoms and positive and negative emotional expressiveness did not indicate a significant relationship with reading on their own. Child sex was significantly associated with reading; however, socioeconomic status (SES) was not.
Pages
73
Recommended Citation
Lombana Mims, Tatiana (2026). The Relationship Between Obsessive-Compulsive Disorder Symptoms and Reading Abilities and the Moderating Roles of Parent-Teacher Involvement and Family Emotional Expressiveness. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/4337
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