This study aimed to comparatively study the social self-efficacy, performance and social participation of students with learning disabilities, presenting or non-presenting at LD centers. Method: This study is conducted with a causal-comparative method, gradual sampling and participation of 53 (26 presenting and 27 non-presenting) students with learning disabilities studying in school year 2013-2014 in the fourth, fifth and sixth grades, Zahedan Educational Office, district 1 and 2. The instrument was the Adolescent Social Self-Efficacy Questionnaire with 25 questions the reliability was achieved through Cronbach alpha of 96%, and the validity was confirmed by a group of professors in Educational Sciences and Psychology groups. Data were analyzed using independent T-test. Results: The results showed that there’s a significant difference in the degree of social self-efficacy of the presenting and non-presenting groups so that the presenting group had a higher social self-efficacy. However, there was no significant difference in social participation and social performance of the two groups. Conclusion: Based on the findings of the present study it was concluded that presenting to LD centers improves the symptoms of learning disability and consequently improves the self-efficacy of students with learning disability; however it doesn’t impact the social participation and performance of them.
کلید واژگان :social self-efficacy, social performance, social participation and learning disability
ارزش ریالی : 300000 ریال
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