The Academic Self-Committee and Its Relationship to Academic Achievement among Students of the Special Education Department
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Abstract
The present study aims to investigate the correlational relationship between academic self-efficacy and academic achievement among students of the Special Education Department. The sample of the current study consisted of 43 students, comprising 27 males and 16 females. To achieve the research objectives, a pre-existing scale of academic self-efficacy developed by Dibi (2017) was employed. The validity of the scale was ensured through its review by a number of experts and specialists in the fields of educational sciences, psychology, and special education. The reliability of the scale was established through the test-retest method, yielding a reliability coefficient of 0.73. The scale consisted of 27 items, each with three response options (always, sometimes, and rarely), scored on a 3-point scale (3, 2, and 1). Additionally, the students' academic achievement was measured using their grades from the academic year 2018-2019. The data were statistically analyzed using the following statistical methods: Pearson correlation coefficient, one-sample t-test, and independent samples t-test. The results revealed that the study sample exhibited a high level of academic self-efficacy, which was positively correlated with their academic achievement. In light of the study's findings, a set of recommendations and suggestions were proposed.
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