Academic Performance of Pupils with English Language Learning Disabilities Possessing Varying Levels of Self-advocacy in Relation to Emotional Problems

Document Type : Original Article

Authors

قسم الصحة النفسية، کلية التربية بنين بالقاهرة، جامعة الأزهر، مصر

Abstract

This study aimed at investigating the relationship between academic performance and emotional problems (test anxiety – depressive symptoms). It also sought to identify differences in the aforementioned variables among pupils with English language learning disabilities possessing varying levels of self-advocacy. The basic sample of the study comprised (100: 63 males, 37 females) preparatory school pupils with English language learning dishabilles. They were between (13.8) and (15.3) years of age (Mean age= 14.55; SD= 1.6). Self-advocacy skills, academic performance and emotional problems (test anxiety – depressive symptoms) scales have been prepared and administered after analyzing their psychometric properties (internal consistency – validity - reliability). Results indicated that there was a statistically significant negative relationship between academic performance and emotional problems (test anxiety – depressive symptoms). According to the varying levels of self-advocacy, there were statistically significant differences in academic performance in favor of those of high level of self-advocacy. Otherwise, there were statistically significant differences in emotional problems (test anxiety – depressive symptoms) in favor of those of low level of self-advocacy. 
 

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