الحالة المزاجية المميزة للتلميذات ذوات صعوبات التعلم في المرحلة الابتدائية

Abstract EN

This study aimed at identifying the Temperamental Status (TS) that distinguishes female Learning Disabled Students (LDS) in elementary schools.

It also aimed at revealing statistical significant differences in TS among LDS and non-LDS.

The study’s sample consisted of (302) students from grades four, five and six (142 LDS, 160 non-LDS).

The children Temperamental Status Test (CTST) prepared by Tantawi and Ajlan (1995) containing eight TS dimensions was used.

Results revealed that the most positive TS dimension for LDS was Intensity of Reaction, whereas, Attention Span and Persistence were the least positive ones.

Findings also showed that there were statistically significant differences at (<0.05) between LDS and non-LDS in the dimensions of Approach-Withdrawal, Attention Span and Persistence, Impulsivity, Distractibility, Intensity of Reaction, and Activity Level.

These differences were also found in the total score of CTST between the two groups, and were in favor of the non-LDS who scored higher.

This means that non-LDS were more positive than LDS in the previous six dimensions of TS, and the total score of the test.

Whereas, there were no statistically significant differences between the two groups in the dimensions of Adaptability and Quality of Mood.