University of Bahrain
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The Impact of a Training Program on Developing Social Skills, Academic Self Concept, and Self Esteem among a Sample of Female Students with Learning Disabilities in Jordan

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dc.contributor.author Dr. Al-Zyadatm, Maher M.
dc.contributor.author Ms. Haddad, Nahla A.
dc.date.accessioned 2018-08-02T06:14:57Z
dc.date.available 2018-08-02T06:14:57Z
dc.date.issued 2012
dc.identifier.issn 1726-3678
dc.identifier.uri https://journal.uob.edu.bh:443/handle/123456789/2698
dc.description.abstract The purpose of the study was to investigate the impact of a training program on developing the social skills, the academic self concept, and self esteem among a sample of female students with learning disabilities in Jordan. The study sample consisted of 60 students with learning disabilities enrolled in resource rooms. To achieve the objectives of the study, the researchers prepared the study tools as follows: the training program in social skills included in (18) study units, a social skills test which consisted of (50) items, testing of self-confidence which consisted of (40) items, and testing of academic self which consisted of (19) items. The results showed that significant differences due to the impact of the teaching in favor of the experimental group in the development of social skills as a whole. There were differences in the development of the self esteem concept. There were also differences of the academic self concept. In the light of the results of the study the researchers suggested a set of recommendations. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/ *
dc.subject Social skills
dc.subject academic self – esteem
dc.subject self- confidence
dc.subject learning disabilities.
dc.title The Impact of a Training Program on Developing Social Skills, Academic Self Concept, and Self Esteem among a Sample of Female Students with Learning Disabilities in Jordan en_US
dc.type Article en_US
dc.identifier.doi http://dx.doi.org/10.12785/JEPS/130412
dc.volume 13
dc.issue 04
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS


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