التعاطف مع الذات كمنبئ بالتدفق الأكاديمي و كفاءة الذات للتعلم الالكتروني و كفاءة الذات الأكاديمية لدى طلبة الجامعة ذوي الإعاقة السمعية

الملخص EN

The study aimed to (1) determine the relationship between the self-compassion, academic flow, Online learning self-efficacy, and academic self-efficacy (2) identify the differences between male and female students with hearing impairment in the variables of the study (3) determine the direct and indirect effect of self-compassion on academic flow (4) identify the mediating role of the online learning self-efficacy and academic self-efficacy.

The study sample included 60 students with hearing impairment at King Khalid University (M=21.65; SD=1.132).

A study used a short scale of self-compassion, by Raes, Pommier, Neff & Gucht (2011), Researcher Arabization, Online Learning Self-Efficacy Scale by Zimmerman & Kulikowich (2016), Researcher Arabization, and Academic Flow Scale and Academic Self Efficiency Scale by the researcher, The results showed (1) there is a significant positive correlation (α≤.05) between the self-compassion, academic-flow, Online learning self-efficacy, and academic self-efficacy, (2) no significant differences between the male and female students in self-compassion, academic flow, Online learning self-efficacy, and academic self-efficacy, (3) the possibility of predicting with the academic-flow, Online Learning self-efficacy, and academic self-efficacy by Self-compassion, and (4) the results of the path analysis showed a significant positive direct effect of self-compassion on the academic-flow and a significant indirect effect of self-compassion on the academic flow through the mediating role of both the Online learning self-efficacy and the academic self-efficacy (α≤.05).