الدلالات التمييزية لمقياس التقدير الذاتي لتحديد ذوي صعوبات التعلم و الفئات المتداخلة معهم من طلاب المرحلة الثانوية
Other Title(s)
The discriminative evidences of LD self-assessment rating scale of identifying learning disabilities and overlapping groups of secondary students stage
Source
مجلة العلوم التربوية و النفسية
Issue
Vol. 15, Issue 3 (30 Sep. 2014), pp.13-53, 41 p.
Publisher
University of Bahrain Deanship of Graduate Studies and Scientific Research
Publication Date
2014-09-30
Country of Publication
Bahrain
No. of Pages
41
Main Subjects
Educational Sciences
Psychology
Topics
- Students
- Educational Psychology
- Secondary schools
- Disabled persons
- Learning difficulties
- Private education
- Self-esteem
- Ismailia(City)
Abstract EN
The study aimed to verify the number of hypotheses concerning discriminatory connotations for a self-rated Scale of Learning Disabilities and Overlapping classes with high school students.
It was applied to a sample of 362 students in high school of Ismailia for the academic year 2011/2012 and hed several conclusions, including: prevalence of reading comprehension LDs 12.4%, 20% for oral expression, disability level between 9% and 18% as intermediate LDs, 2-5% as severe LDs.
The Scale of Self- rated has a discriminatory connotations and predictive values.
It varies in its pattern depending on the relationship between intelligence and academic achievement where it decreases if both ( mental and high achievers ) increase, and increases if they both decrease.
With high volume Discrepancy between them (people with learning disabilities).
It supports true self-rated scale to distinguish between people with learning disabilities and overlapping classes, and predictability in academic achievement through the scale, where the value of (F) for the regression analysis = (116.2), beta = (value= -494,) significance level (0, 001), and the highest volume of discrepancy (1,4) for the group with Lds.
The highest severity of learning disabilities on the scale is low with mental and academic group.
It underscores the predictive value of discrepancy, reflecting severe learning disabilities by the size of the gaps between intelligence and academic achievement as an indicator of criterion and predictive validity of self-rated scale.
American Psychological Association (APA)
الزيات، فتحي مصطفى. 2014. الدلالات التمييزية لمقياس التقدير الذاتي لتحديد ذوي صعوبات التعلم و الفئات المتداخلة معهم من طلاب المرحلة الثانوية. مجلة العلوم التربوية و النفسية،مج. 15، ع. 3، ص ص. 13-53.
https://search.emarefa.net/detail/BIM-643782
Modern Language Association (MLA)
الزيات، فتحي مصطفى. الدلالات التمييزية لمقياس التقدير الذاتي لتحديد ذوي صعوبات التعلم و الفئات المتداخلة معهم من طلاب المرحلة الثانوية. مجلة العلوم التربوية و النفسية مج. 15، ع. 3 (أيلول 2014)، ص ص. 13-53.
https://search.emarefa.net/detail/BIM-643782
American Medical Association (AMA)
الزيات، فتحي مصطفى. الدلالات التمييزية لمقياس التقدير الذاتي لتحديد ذوي صعوبات التعلم و الفئات المتداخلة معهم من طلاب المرحلة الثانوية. مجلة العلوم التربوية و النفسية. 2014. مج. 15، ع. 3، ص ص. 13-53.
https://search.emarefa.net/detail/BIM-643782
Data Type
Journal Articles
Language
Arabic
Notes
يتضمن مراجع ببليوجرافية : ص. 51-53
Record ID
BIM-643782