The effectiveness of a life skills training based on the response to intervention model on improving disruptive behavior of preschool children

Abstract EN

The purpose of this study was two- folds: to examine the relationship between academic procrastination, self-efficacy beliefs, and academic achievement .And to investigate the relative contribution of academic procrastination, self-efficacy beliefs to academic achievement among middle school first year students with learning disabilities .The correlational design was used .

The sample of the study comprised of 100( all of them were females ,Mean age= 12.6 years , SD = .41) middle school first year students with learning disabilities attending three schools in Zagazig City during the academic year 2017/2018, second term.

The study utilized questionnaires and instruments to measure the variables.

The correlation coefficient results revealed significant negative relationship between self-efficacy beliefs and academic procrastination (r = -.232) , academic procrastination and academic achievement(r= -.154) while the correlation coefficient was positive for relationship between academic self-efficacy and academic achievement(r = .278).

The results of multiple linear regression analysis was indicated that self-efficacy beliefs and academic procrastination accounted for 20% of total academic procrastination variance (F(2, 340) = 32.75, p< .001).

In addition to this academic procrastination (β =-.36, p< .001) and self-efficacy beliefs (β = .35, p<.001) made significant contributions to the model.

Findings were discussed and implication of findings was included