Tanta University - Kafr El-Sheikh
Faculty of Education
Educational Psychology Dep.
( Some Cognitive and Noncognitive Variables for Sample Learning Disabilities and Normal )
A thesis presented by
Tarek Mohamed Abd-Elnabi Ali Amer
A Scholarship Candidate In Educational Psychology Dep.
For the Master degree in Education
" Educational Psychology "
Supervised by
Dr .
Khairi el-moughazi bedeer agag
Prof of Educational Psychology Associate
Faculty of Education -Kafr El Sheikh -Tanta University Dr.
Nassra Moh. Abd El Mageed Gilgil
Associate Prof. & Head of Department of Educational Psychology
Faculty of Education -Kafr El Sheikh -Tanta University
Dr.
Hanan abd-elfatah el-malaha
Teacher Of Department Of Educational Psychology
Faculty of Education -Kafr El Sheikh -Tanta University
1426-2005
Summary of study
Introduction
The first stage of the basic education is considered the most important stage in the learning process for it contains developing the most important skills through which a child can collect knowledge , mass development and acquiring the behavioral habits and principles , basic for growing up and being A man .
The separation between the cognitive mental organization and the sentimental organization is not accept know , as the personality is undivided unit . the psychological researchers and studies have provide that the level of motivation affects negative or positive on performance levels in all fields
Study importance
The importance of this study lies in :
Learning disabilities is one of the most important phenomena that faced lets interest from many researchers , for the student with learning disabilities from a big part in the different educational stages and it is exceeding . .
This study assists educational specialists in knowing some characteristics of the learning disabilities characteristics ; besides presenting some suggestions advices and educational applications to help parents and teachers find out learning disabilities students .
This may help in preparing and presenting ( revved – instructional – preventive and fun ) programs .
This study is also intersected in learning disabilities in reading and maths . Reading is the oral learning language and it is the key of success in the different academic fields , a basic activity in learning others subjects .
There is a general agreement among most of scientists that the key to succeed and be happy in life lies in forming a positive self picture most of learning failure is formal from forming and developing a positive academic self concept .
It is also something rare to study such cognitive and noncognitive variable in the Arabic studies which may not be found at all .
It also helps determine causes of the students failure or success in different academic situation this may help in interpreting what lies in their minds and many causes such hindrances and instability and minds and many affect their achievement , acquisition and harmony .
We live in a society which is full of individual with relation with each other . These relation must be strengthened
Social competence is considered a basic element to succeed in the society and realized social harmony .
Its significance also lies in the individual self-perception that differs from a person to another in the normal what could it be for excepting .
Study problem
This recent study tries to answer following questions
1. what is the effect of each group type Gerber type and their interaction on some cognitive variables “ the academic self concept of , error performance , latency time “ of the fourth year basic primary stage students
2. what is the effect of each group type Gerber type and their interaction on some noncognitive variables “ the social competence , attribution for success and failure , self perception for learning disabilities “ of the fourth year basic primary stage students .
goal of the study :
they can be divided into two branches :
a- Theoretical goals
1. discovering some cognitive characteristics that remark the maths and reading learning disabilities students from their normal peers
2. discovering some noncognitive characteristics that that remark the maths and reading learning disabilities students from their normal peers.
b- Applicative goals
1. awareness teachers and parents about the significance of interfering and pre-exploration of learning disabilities cases besides defining items connected with these cases like “ underachieving , slow learning , mental retardation , and learning problems
2. presenting advices and suggestions to help teachers , educators and special education programs designers classify learning disabilities students then designing programs suitable for the nature of those students.
Items Of Study
• Noncognitive variable
1. Attribution for success and failure
2. Social competence
3. Self-perception of learning disability • Cognitive variable
1. Latency time
2. Error performance
3. Academic self concept • Learning disabilities
1. Reading learning disabilities
2. Maths learning disabilities
study hypotheses
1. effects whoever group , gender type and their interaction on academic self concept of fourth grade students .
2. effects whoever group , gender type and their interaction on error performance and latency time of fourth grade students .
3. effects whoever group , gender type and their interaction on social competence of fourth grade students .
4. effects whoever group , gender type and their interaction on attribution for success and failure of fourth grade students .
5. effects whoever group , gender type and their interaction on self-perception for learning disability of fourth grade students .
Limit of the study
The following study is limited by :-
The sample
This study contains a sample of (48) learning disabilities students and ( 27) normal students without learning disabilities of the 4th primary grad their average age is between 9 and 11 year old and SD 0.334 from a sample ( 930 ) male / female sample .
time
in the period between 18/9/2004 to 18 / 12 /2004
place .
From 24 Class Of 12 Schools Of Kafr El-Sheikh Public Schools In The Year 2004/2005 .
Study tools
• General actual ability test .
• Quick neurological survey test .
• Evaluation of adjustment list .
• Pupil's behavior appreciation scale .
• Matched paired checklist .
• Maths learning disabilities diagnose .
• Reading learning disabilities diagnose .
• Social competence scale .
• Students self-perception for ability
• Attribution for success and failure scale .
• Self-perception for learning disability .
• Socio-economic status form .
Static style
• means and SD , Correlations
• one way analysis ANOVA .
• two way analysis ANOVA .
• Scheffe -test .
study results
The study arrival to the following results :-
1. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on academic self concept and it’s components in level 0.01 , while there are not significant statistical effects for gender type and interaction between them .
2. There are no effects significant statistical for group and gender type and interaction between them for “ NLD , RLD , MLD “ on error performance , its appear effects significant statistical for group type for “ NLD , RLD , MLD “ on latency time , but There are no effects significant statistical for gender type and interaction between them .
3. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on social competence and some of it’s components ( present servicing , groups abilities , leadership , and total degree ) in level 0.01 , and for effects component in level 0.05 , helping and co-operating , bonding make “ at level 0.05 while there are not significant statistical effects for .the other level ” others comprehension , communication , changes factor “ , while there are not significant statistical effects for gender type and interaction between them .
4. There are effects significant statistical for group type for “ NLD , RLD , MLD “ on attribution for success and failure components in level 0.01 , while there are not significant statistical effects for gender type and interaction between them , that NLD student attribute their success or failure to effort and ability , but special LD student attribute their success or failure to easy of task , luck and helps of others .
5. There are effects significant statistical for group type for “ NLD , RLD , MLD “ self-perception for learning disability in level 0.01 , while there are not significant statistical effects for gender type and interaction between them .
