المشاركة الأكاديمية وعلاقتها بمهارات تقرير المصير لدى الطلاب الصم بكلية التربية النوعية

الملخص EN

The current study aimed to identify the level of deaf students at the faculty of specific education in academic engagement and self-determination skills, and to reveal the differences in the sub-dimensions and the total score of the scale of academic engagement and the scale of self-determination skills due to gender (male / female), and to identify the nature of the relationship between academic engagement and skills of self-determination.

self-determination among deaf students at the faculty of specific education, and the final study sample consisted of (45) deaf students at the faculty of specific education, Zagazig university, and their ages ranged from (17-23), and the researcher applied the academic engagement scale skills (prepared by the researchers), and the results resulted in the following: that my dimension (behavioral participation-emotional participation) on the academic engagement scale came at a medium level, while the dimensions of (cognitive engagement, agentic engagement) came at a low level, and all dimensions of the self-determination skills scale came at the average level, and that the total score for him came at the average level, and that there are no statistically significant differences between the mean scores of both male and female deaf students at the faculty of specific education in the total score of the academic engagement scale and all its sub-dimensions, and that there are no statistically significant differences between the average scores of both male and female deaf students at the faculty of specific education in the total score of the self-determination skills scale and all its sub-dimensions, and there is a statistically significant relationship at the level of significance (0.01) between the behavioral engagement dimension and all the sub-dimensions of the self-determination skills scale as well as the total score of the skills scale self-determination, except for the skill of self-management, is not statistically significant.

-there is a statistically significant relationship between the cognitive engagement dimension as well as the total score of the academic engagement scale at the level of significance (0.01) as well as (0.05) with all sub-dimensions of the self-determination skills scale as well as the total score of the scale.

-there is a statistically significant relationship at the level (0.05) between the emotional engagement dimension and each of the skills of self awareness and self-advocacy from the dimensions of the self-determination skills scale.