الإسهام النسبي لبعض المتغيرات النفسية الإيجابية في التنبؤ بالتوكيدية لدى عينة من طلاب المرحلة الثانوية ذوي صعوبات تعلم الرياضيات بالمملكة العربية السعودية

Abstract EN

The study aimed to identify verifying the degree of relative contribution of the Academic Adjustment, Academic resilience, and Quality of life in predicting Assertiveness of Secondary School Students with mathematics Learning disabilities.

The correlative descriptive method was used to determine the relationship between the Assertiveness and some positive psychological variables used in the study of mathematics learning disabilities.

The study was applied in four Secondary schools in north of Riyadh, which include learning disability programs.

The study sample consisted of 110 students with mathematics Learning disabilities in the secondary stage in programs of special education in public schools.

The ages range from 16 to 18 years.

The study was applied in the first semester of 2018/2019.

This study included the following measuring tools: the scale of Assertiveness, the scale of Academic Adjustment, the scale of Academic resilience, and the of Quality of life for Students with Learning disabilities.

In the statistical analysis of the data, the researcher relied on the Pearson correlation coefficient and the method of multiple regression analysis in Stepwise.

After careful investigation and application of the study tools, the following results were reached: There was statistically significant positive correlation at (0.01) level between Assertiveness and Academic Adjustment among Students with mathematics Learning disabilities.

There was statistically significant positive correlation at (0.01) level between Assertiveness and Academic resilience among Students with mathematics Learning disabilities.

There was statistically significant positive correlation at (0.01) level between Assertiveness and Quality of life among Students with mathematics Learning disabilities.

The Academic Adjustment, Academic resilience, and Quality of life statistically significant contributed in predicting Assertiveness of Secondary School Students with mathematics Learning disabilities.