Impact of a program based on self- determination theory on improving social / academic Self- concepts for Students with Reading Learning Disabilities at the Intermediate stage

Abstract

The present study aimed at measuring the effect of a program based on the self- determination theory on improving social / academic Self- concept for Students with Reading Learning Disabilities at the Intermediate stage. To achieve this aim, a sample of 38 Middle school students in Al-Medinah who were diagnosed as learning disabilities was selected. They were divided into two groups (an experimental of 19 and a control of 19). They sat for the social and academic self–concept scales (developed by the researcher). After the intervention, both tools were administered again, and t-test was used to identify the significance of the difference among the groups. Results showed the following:

1. There are statistically significant mean differences in the social self – concept between the mean scores of the control and those of the experimental group favoring those of the experimental group.
2. There are statistically significant mean differences in the academic self – concept between the mean scores of the control and those of the experimental group favoring those of the experimental group.