The level of academic stress and its relationship to school dropout among students with learning difficulties from the point of view of their parents

Abstract EN

The current study aimed to identify the level of academic stress and its relationship to school dropout among students with learning difficulties from the point of view of their parents.

the study population consisted of all parents of students with learning difficulties in irbid governorate, who numbered (640) parents, and the study sample consisted of (219) parents who answered the study tools objectively, the descriptive correlative approach was followed.

to achieve the objectives of the study, the academic stress scale and the school dropout scale were built, and their validity and reliability were verified.

the results of the study indicated that the level of academic stress among students with learning difficulties was high; and that the level of school dropout among students with learning difficulties was moderate; and that there are statistically significant differences between the mean scores of the study sample on the academic stress level scale with regard to the dimensions (emotional responses, behavioural responses), and the total degree of academic stress level among students with learning difficulties according to the gender variable, in favour of males, and there are no statistically significant differences in the level of school dropout among students with learning difficulties from the point of view of their parents due to the variable (gender), and there is a positive correlation between the level of academic stress and school dropout among students with learning difficulties from the point of view of their parents.

in light of the results of the study, a set of recommendations were presented, including the development of effective counselling units and intervention strategies by school counsellors in order to help students with learning difficulties reduce academic stress and reduce school dropouts.