المهارات النفس حركية و علاقتها بإدارة الذات لدى الأطفال المعاقين عقليا القابلين للتعلم

الملخص EN

This study aimed to reveal relationship between Psychomotor Skills and Self-Management of Educable Mentally Retarded Children, and the detection of differences in the variable of Psychomotor Skills of Educable Mentally Retarded Children, and the detection of differences in the variable of Self-Management of Educable Mentally Retarded Children, and using the relational descriptive methodology, and study sample consisted of (50) Children of Educable Mentally Retarded Children entity attending to Kayan Insan Center For Phoniatrics & Skills Development – Quseya city – Assiut Governorate, and who are between the ages (9 - 12 ) years, and mental age ranges between (6 – 8), and their IQ ranges between (50 - 70) as measured by Stanford-Binet Scale Fourth Edition, , and who have low of Psychomotor Skills and Self-Management, the study consisted tools of Psychomotor Skills Scale for Educable Mentally Retarded Children (prepared by the researcher), Self-Management Scale for Educable Mentally Retarded Children (prepared by the researcher), Stanford-Binet Scale of Intelligence Fourth Edition (Arabization, preparation and rationing/ Louis Kamel Malika, 1998), The results showed there is no statistically significant correlation relationship between the total score of the psychomotor skills scale and its sub-dimensions (space skill- body awareness skill – motor skill – time skill) and each of the overall score of the self-management scale and its sub-dimensions (self monitoring – self evaluation – self reinforcements) of educable mentally retarded children, there is no statistically significant differences between the mean scores of educable mentally retarded children male and female in the total score for the psychomotor skills scale, there is statistically significant differences at the level of 0.01 between the mean scores of educable mentally retarded children male and female in the dimension of self-monitoring in favor of male children, there is no statistically significant differences between the mean scores of educable mentally retarded children male and female in the dimension of self-evaluation, there is statistically significant differences at the level of 0.05 between the mean scores of educable mentally retarded children male and female in the dimension of self reinforcements in favor of male children, there is statistically significant differences at the level of 0.01 between the mean scores of educable mentally retarded children male and female in the total score for the self-management scale in favor of male children.