The Level of Academic Stress and its Relationship to School Dropout among Students with Learning Difficulties from the point of view of their Parents
Keywords:
learning difficulties, academic stress, school dropout
Abstract
The current study aimed to identify the level of academic stress and its relationship to school dropout among students with learning difficulties from the point of view of their parents. The study population consisted of all parents of students with learning difficulties in Irbid Governorate, who numbered (640) parents, and the study sample consisted of (219) parents who answered the study tools objectively, the descriptive correlative approach was followed. To achieve the objectives of the study, the academic stress scale and the school dropout scale were built, and their validity and reliability were verified. The results of the study indicated that the level of academic stress among students with learning difficulties was high; And that the level of school dropout among students with learning difficulties was moderate; And that there are statistically significant differences between the mean scores of the study sample on the academic stress level scale with regard to the dimensions (emotional responses, behavioural responses), and the total degree of academic stress level among students with learning difficulties according to the gender variable, in favour of males, and there are no statistically significant differences In the level of school dropout among students with learning difficulties from the point of view of their parents due to the variable (gender), and there is a positive correlation between the level of academic stress and school dropout among students with learning difficulties from the point of view of their parents. In light of the results of the study, a set of recommendations were presented, including the development of effective counselling units and intervention strategies by school counsellors in order to help students with learning difficulties reduce academic stress and reduce school dropouts.
References
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34. Rust am, Ten tama, (2020). Creating Academic Stress Scale and The Application for Students: Validity and Reliability Test in Psychometrics. INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 01,
35. Sanaz Eyni, Matineh Ebadi (2021). The role of Creative Thinking, Mindfulness and Emotional Intelligence in Predicting the Academic Stress of Gifted Students. Biannual Journal, 11(2), 183-210 Doi: 10.30465/FABAK.2021.6214.
36. Seidel, J. F., & Vaughn, S. (2019). Social alienation and the learning disabled school dropout. Learning Disabilities Research & Practice, 6(3), 152–157.
37. Wanting Ren, Zurong Liang (2022). Perceived academic stress and depressive symptoms among Chinese adolescents: A moderated mediation analysis of overweight status. Journal of Affective Disorders DOI: 10.1016/j.jad.2021.09.060
2. Al-Habib, Abrar and Khalifa, Fatima (2021). Academic stress and neurotic perfectionism and their relationship to the tendency to commit suicide among a sample of female graduate students at King Abdulaziz University in Jeddah. Journal of Educational and Quality Research, 2(6), 83-132.
3. Hezam, Sarah. (2021). The cognitive burden of students with learning difficulties in mathematics in the primary stage: A field study on a sample of fifth year primary students in the city of Hassi Rmel - Laghouat - Algeria. Journal of Psychological and Educational Sciences, 7(4), 14-32.
4. Al-Halabi, Hanan Khalil. (2018). The effectiveness of a selective counseling program in reducing academic stress and its impact on self-esteem among a sample of students who stumbled academically at Qassim University. International Journal of Educational and Psychological Sciences, 7(16), 12-67.
5. Elsayed, Fatima Khalifa Waltoni, Suheir Mohammed. (2021). The level of psychological alienation and academic stress and their relationship to the value system among female graduate students at King Abdulaziz University. Journal of Educational Sciences, 8(3), 2-30.
6. Sadeghi, Fatima and Sadeghi, Rahma. (2019). The importance of early diagnosis and intervention for learning difficulties, Journal of Social Orbits, 2(3), 130-143.
7. Abbas, Amr Fakher (2019). School dropout problems resulting from learning difficulties. Journal of the Faculty of Social Work for Social Studies and Research - Fayoum University. 12(4), 89-114.
8. Al-Ghanimi, Amani Harith (2017). Reasons for school dropout among middle school students and the role of the educational counselor in addressing them, an unpublished master's thesis, College of Education for Girls, University of Al-Qadisiyah.
9. Al-Qabbali, Yahya. (2018). The Family's Guide to Learning Difficulties (I 2). Road Foundation. Ammaan Jordan.
10. Kishk, Mohamed Bahja (2018). Social work in the educational field, modern university office, Alexandria.
11. Melhem, Sami Muhammad. (2017). learning difficulties. (i.4). Amman. Dar Al Masirah for Publishing and Distribution.
12. Mhaidat, May Ahmed (2021). The predictive ability of psychological stress management to reduce future anxiety among Yarmouk University students. Al-Quds Open University Journal of Educational and Psychological Research and Studies, 12(36), 18-32
13. Nasrallah, Omar Abdel Rahim (2019). Low level of school achievement and achievement, its causes and treatment, Wael House for Publishing and Distribution, Amman.
14. Youssef, Suleiman Abdel Wahed. (2016). Those with social and emotional learning difficulties. (i.2). Dar Al Masirah for Publishing and Distribution.
15. Alkenani, R.A(2022). Academic Stress: (A Case of the learning disability students). International Journal of Humanities and Social Sciences, (30), 129-144.
16. Ammar, A. (2018). Prevalence and Severity of Somatic Symptoms, Depression and Anxiety among Medical Students at the Arabian Gulf University: Comparison between Second and Sixth Year: The Arab Journal of Psychiatry, 28(1),69-75.
17. Bin Saif, A. (2017). Psychological stress and skin symptoms: Department of Dermatology, College of Medicine, King Saud University, Riyad, kingdom of Saudi Arabia, 39 (1), 59-66.
18. Bruefach, T & Reynolds, J. (2022). Social isolation and achievement of students with learning disabilities. Social Science Research.104(8),325-341.
19. Colman, A.M. (2003). A dictionary of psychology. New York: Oxford University Press.
20. Corliss, S.B. (2006). “The Effects of Reflective Prompts and Collaborative Learning in Hypermedia Problem Based Learning Environments on Problem Solving and Metacognitive Skills”, Diss. Abst. Int. A. 66 (8), 2831.
21. Garguilo،Rm & Kilgo، J. (2000). YOUNG CHILDREN WITH SPECIAL NEEDS، AN INTRODUCTION TO EARLY childhood special education، Africa: demur publishers.
22. Hadi Pajariant, Abdul Kadir (2020) Study from Home in the Middle of the COVID-19 Pandemic: Analysis of Religiosity, Teacher, and Parents Support Against Academic Stress. Talent Development & Excellence. 12(2) ,1791-1807.
23. Jhoselle Tus (2020). Academic Stress, Academic Motivation, and Its Relationship on the Academic Performance of the Senior High School Students. Asian Journal of Multidisciplinary Studies,8(11), 29-37.
24. Johnson, D. (2015). An overview of learning disabilities: Psycho educational perspectives. Journal of Child Neurology, 10 (Suppl. 1): S2-S8.
25. Joseph R. Ferrari (2021). Online and Academic Procrastination in Students with Learning Disabilities: The Impact of Academic Stress and Self-Efficacy. Psychological Reports 0(0) 1–23! journals-permissions DOI: 10.1177/0033294120988113.
26. Karman, M. A., & Watson, J. C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students. Personality and Individual Differences,111, 106-110.
27. Kavale, K. (2019). Quantitative research synthesis: meta-analysis of research on meeting special educational needs. In L. Florian (Ed.), The SAGE handbook of special education. (pp. 207-221). London: Sage Publications
28. Kavale, K. A., & Forness, S. (2017). What definitions of learning disability say and don't say: A critical analysis? Journal of Learning Disabilities, 33, 239– 256.
29. Korhonen, J. Linnanmaki, K & Aunio, P. (2020). Learning disabilities, academic well-being and educational dropout: A person-centered approach. Learning and Individual Differences.2(10),1-10.
30. Learning Disabilities Association of America (LDAA) (2010(. The Learning Disabilities Association of America’s White Paper on Evaluation, Identification, and Eligibility Criteria for Students with Specific Learning Disabilities. LDA White paper, 1-14.
31. Lowder, C., O’Brien, C., Hancock, D. et al. (2022). High School Success: A Learning Strategies Intervention to Reduce Drop-Out Rates. Urban Rev. https://doi.org/10.1007/s11256-021-00624-z.
32. Prabu, P, S (2019). A Study on Academic Stress among her Secondary Students. International Journal of Humanities and Social Science Invention, 4(10): 63-68.
33. Rue Joseph، (2021) Quality Assurance in Early Childhood and School Education، European Commission > EACEA National Policies Platform، Montenegro، WEDNESDAY، 24 MARCH، 2021 - 08:06
34. Rust am, Ten tama, (2020). Creating Academic Stress Scale and The Application for Students: Validity and Reliability Test in Psychometrics. INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 01,
35. Sanaz Eyni, Matineh Ebadi (2021). The role of Creative Thinking, Mindfulness and Emotional Intelligence in Predicting the Academic Stress of Gifted Students. Biannual Journal, 11(2), 183-210 Doi: 10.30465/FABAK.2021.6214.
36. Seidel, J. F., & Vaughn, S. (2019). Social alienation and the learning disabled school dropout. Learning Disabilities Research & Practice, 6(3), 152–157.
37. Wanting Ren, Zurong Liang (2022). Perceived academic stress and depressive symptoms among Chinese adolescents: A moderated mediation analysis of overweight status. Journal of Affective Disorders DOI: 10.1016/j.jad.2021.09.060
Published
2023-02-22
How to Cite
Reem Abdullah Al-Kinani. (2023). The Level of Academic Stress and its Relationship to School Dropout among Students with Learning Difficulties from the point of view of their Parents. Journal of Educational and Human Sciences, (20), 101-123. https://doi.org/10.33193/JEAHS.20.2023.324
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