الفهرس 
الفصل الأول : التعريف بالدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The educational reform has witnessed a great interest in the positive effects of students parental - efficacy as well as students self-management skills in the early twenty _ first centaury as a modern approach to provide students with the important and necessary skills they need to succeed in their schools in particular and in their life in general. The role of the family in learning process is related to following up, training and support operations through communicating with schools. According to the psychologists, providing students with special needs with self management skills can help them to be changed from being isolated, easily affected by external interferences to be more self- confident, independent and with great will. Hence, they would be able to interact effectively with different situations especially in learning process. This would affect positively on the life of normal students in general and on students with reading learning disabilities in particular. The present study has attempted to provide answers to the following questions: 1. What are the statistically significant differences among the means scores of students (normal students_ students with reading learning disabilities) in their perception of parental-efficacy (dimensions and the total score) and what is the effect size of their differences? 2.What are the statistically significant differences among the means scores of students (the normal students_ students with reading learning disabilities) in their self management skills (dimensions and the total score) and what is the effect size of their differences? 3. Do the values and the rank correlation differ between parental- efficacy and self management skills according to the sample of the study (normal students and students with reading learning disabilities)?Hypotheses of the study: 1. There are statistically significant differences among the means scores of the students (normal students_ students with reading learning disabilities) in their perception of parental-efficacy with moderate effect size at least. 2.There are statistically significant differences among the means scores of the students (normal students_ students with reading learning disabilities) in their self management skills with moderate middle effect size at least.3.There are statistically significant correlation between parental-efficacy and self management skills that differs according to the sample of the study .The ranks of these correlations differ according to the sample of the study (normal students_ students with reading learning disabilities).The statistical methods used in investigating the hypotheses of the study: To investigate the hypotheses of the study, the researcher has used the following statistical methods:1-“t” test for the independent samples, homogeneity and heterogeneity formula.2- ETA square to calculate the effect size among the means scores of the study groups. 3- Pearson correlation to calculate the correlation coefficient among the variables of the study. 4-Kendall Tau (kt) rank correlation coefficient to identify the extent of differences and agreements among the rank correlation coefficients between the variables of the study groups (normal students – students with reading learning disabilities).Procedures of the study: First: the sample of the study The sample of the study has consisted of two samples chosen randomly from Kuwaiti Middle School students.1. The first sample has consisted of (636) students. The sample has been chosen to check of the psychometric properties of the study instruments.2. The second sample has consisted of (121) normal students and (101) students with reading learning disabilities.Second: the instruments of the study 1. Raven progressive matrices intelligent test.2. Parental - efficacy scale (prepared by the researcher). It consists of the following dimensions: a. the father as a model and supporter to his children b.children learning follow up c. parents motivation toward s their children learning d.parents belief about learning difficulties 3. Self management skills (prepared by the researcher). It consists of the following dimensions: a.self monitoring b.self assessment c. self planning d.self reinforcing 4. Arabic language academic achievement test (prepared by the researcher). It consists of he following dimensions: a.understanding and comprehension b. linguistic wealth c.linguistic safety d.artistic taste e.expression 5. Behavioural characteristics scale of students with reading learning disabilities (prepared by the researcher).The results of the study The present study has reached the following results: The first hypothesis has reached the following results: There have been statistically significant differences between the means scores of the students(normal students_ students with reading learning disabilities) in their perception of parental-efficacy (dimensions and the total score).The differences have been in favour of the normal students. Moreover, the effect size has been high among these differences in all dimensions and the total score except the dimension of parent’s belief about learning difficulties; the effect size has been moderate. The second hypothesis has reached the following results: There have been statistically significant differences between the means scores of the students (normal students _ students with reading learning disabilities) in their self management skills. The differences have been in favour of the normal students. Moreover, the effect size has been high among these differences in all dimensions and the total score. The third hypothesis has reached the following results: There has been statistically significant correlation between the dimensions of self management skills and its total score and the dimensions of parental-efficacy and its total score .Moreover , the values and the ranks have differed according to the sample of the study (normal students - students with reading learning disabilities ).