فعالية برنامج تدريبي قائم على النظرية المعرفية الاجتماعية في تحسين الفاعلية الذاتية الأكاديمية لدى تلميذات المرحلة الابتدائية ذوات صعوبات التعلم

Abstract EN

The present study aimed to identify the effectiveness of a training programme in enhances academic self-efficacy level for female students with learning difficulties.

The sample was contains (20) students with learning difficulties.

These students divided into experimental and control groups equally.

Academic Self-efficacy Scale was administrated for both groups which developed by the author.

The scale was admitted as a pre-test for both groups.

Then the training programme was implemented for the experimental group and finally the scale re-administrated for both groups.

By using Mann-Whitney Test, the result shows that there are significant differences between the main scores of the experimental and control groups in academic self-efficacy in favour of the experimental group.

Moreover, by using Wilcoxon Test, it appears that there are significant differences between the main scores of the experimental group in pre-test and post-test in favour of post-test for academic self-efficacy.

Furthermore, there is no significant difference between the main scores of the experimental group in post-test and the follow-up test on the scale and that after two months from implementing the post-test.