الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The field of learning difficulties is considered one of the latest and fastest developing fields of special education, due to the increasing interest on the part of parents and those interested in the problem of children who show educational problems that cannot be explained by the presence of mental, sensory and emotional disabilities, as well as because the term learning difficulties has been better accepted than the terminology has received. and other designations by parents
People who show learning difficulties do not show unusual physical symptoms, they are also normal in terms of mental ability and do not suffer from any hearing or visual disabilities, or physical and health disabilities, or emotional disorders or unusual family conditions, and yet they are unable to learn Basic skills and school subjects such as attention, listening, speaking, reading, writing, or arithmetic.
The problem of academic learning difficulties is also considered one of the most important school problems that researchers have addressed in many studies and research, due to the fact that it constitutes a major obstacle to academic achievement and success. Theoretical and field research that dealt with the category of people with learning difficulties has increased in the study with the aim of developing appropriate methods to address these difficulties and mitigate their negative effects on the level of the learner and on the level of his family and his extended surroundings.
The concept of learning difficulties has developed remarkably in recent years. At first, the interest of special education was directed more towards different disabilities such as mental, visual, auditory and motor disabilities, and as a result of the presence of a large percentage of children who do not suffer from sensory disabilities, yet they have normal mental abilities despite They have learning difficulties, so researchers’ efforts have directed to delve into in-depth studies into these difficulties, because they represent an obstacle to academic success for people with learning difficulties (Ghassan Al-Saleh, 47: 2003).
The problem of learning difficulties is not a local problem related to a particular society, a country, a particular culture or a particular language, but rather a problem of a general nature that exists among some learners of different races with different cultures and languages. The international problem has been emphasized by the accumulation of research and studies conducted in many countries of the world on children who have some difficulties in learning some academic skills (Anwar Al-Sharqawi, 2006, 63: 65).
Salah Amira (2002) indicates that the students when they join primary school are at different levels of mental, emotional and social maturity, and this appears, for example, in the presence of large qualitative differences in the processes of attention, memory and ability to understand, which may greatly affect their ability to learn. Therefore, the primary school student should be of interest to specialists and researchers, to discover the various changes affecting the growth of his personality and to discuss the problems that impede his integrated growth process, which may include some of his learning difficulties.
Modern psychology as a science that studies and interprets human behavior and lays scientific bases for its measurement, and the concept of the self-began to become clearer and clearer and more understood by the person for himself and for others. Self-concept is linked to many factors, including heredity, intelligence, awareness, cognition, language, parents, and socialization. All of these factors have an impact on the self, but they differ according to the degree of their impact.
Ashraf Abdel Hadi Abu Dayyeh (2003) explains that a person needs to have a positive view of himself and tends to realize a wealth of possibilities to become real and realistic possibilities, and that the more accomplished the learner, the higher and realistic the self-esteem. The need for self-realization is linked to achievement, achievement and self-expression.
Karl Perera (2006) explains that the individual always seeks to form an ideal image of himself by himself and by others through his actions and relationships with them, and the positive consideration of oneself is a need that the individual seeks, so whoever has a high level of self-respect has a positive outlook. About the same and vice versa
Adel Al-Ashwal (1984) points out that the academic self-concept is the idea of the individual and the concept of his study within the school and the extent to which the student understands his mental potential in terms of his ability to remember his lessons and the extent to which he feels his importance in the classroom and the extent of his adaptation
Rogers believes that the self-concept is acquired by the child from his experimental field actively during development and learns to include himself as an independent and distinct unit. Like parents) who can satisfy these urgent needs, it must be dealing with the child in a way that develops him a positive self-concept unconditionally, and we limit our criticism to the undesirable behavior in a specific way. The self in general has multiple forms and dimensions, such as the real self, the social self, the perceptual self, and the ideal self. Faika Badr (2001)
In this regard, educational literature and educational studies point to the possibility of using the theory of successful intelligence in teaching different subjects, as studies have shown many positive effects in improving the analytical, creative and practical abilities of learners, and the majority of studies that dealt with the theory of successful intelligence in teaching emphasized on increasing achievement, developing thinking and developing skills Speaking, reading aloud and critical thinking, including a study (Sternberg & Grigorenko, 2000), a study (Iman Hussein Alimat, 2011) and a study (Stemier & et al, 2006).
The theory of successful intelligence is one of the modern theories, and it is also one of the most important theories that include developing learners’ abilities to analyze, compare, evaluate, distinguish, transform ideas into practices, produce knowledge and market ideas. Learners are encouraged to benefit from their strengths and compensate for their weaknesses or correct them. It has been noticed that children benefit from school education, while others do not benefit with the same effectiveness, which made teachers and educators face great efforts to reach the required level of education.
Stirbering believed that there are many reasons for this problem, including those related to learning difficulties or health problems and others, but the most important reasons for the failure of school education in his opinion is the lack of harmony between the learner’s strengths and weaknesses and the methods used by the teacher in dealing with the learner Mahmoud Abu Jado 2006).
Based on the foregoing, the researcher seeks in her current study to develop the academic self-concept by using the theory of successful intelligence for primary school students with learning difficulties.
Study Problem:
The field of learning disabilities, whether developmental or academic, is one of the important areas that contemporary societies are concerned with and attach great importance to. It is concerned with the study of many researchers and specialists in education and psychology. With the aim of identifying its manifestations, and presenting programs and plans aimed at addressing it and mitigating its effects to the maximum extent possible.
The importance of paying attention to the category of students with learning difficulties increases from the danger of learning difficulties, which may exhaust a large part of the energy of these students, and cause them emotional or consensual disturbances that leave their mark on their entire personalities. They appear to have manifestations of emotional and social mismatch, and they tend to be introverted, depressed or withdrawn, and form a negative image of themselves; (Abdel-Moneim Al-Melidi, 2008)
Several studies indicated this, including: Abu Zaitoun study (2004), which aimed to build a training program in academic skills for students with learning difficulties, and to measure the impact of improving their academic skills and academic achievement in developing their academic self-concept. The study sample consisted of (68) male and female students with learning difficulties in mathematics or reading, or both, in the third and fourth primary grades in Jordan, and they were divided into two experimental and control groups, and each group consisted of (34) male and female students. Study skills, academic self-concept scale, as well as achievement tests, and the results of the joint variance (ANCOVA) showed that there were statistically significant differences in the academic self-concept in favor of the experimental group members, due to the training program used in the study.
We conclude from the above that people with learning disabilities suffer from a lack of academic self, and then this clearly affects their level and achievement, and also the problem of the current study lies in the scarcity of studies that dealt with the academic self-concept of people with learning disabilities in the primary stage (As far as the researcher knows).
In light of the foregoing, the problem of the current study was to try to identify the effectiveness of the theory of successful intelligence in developing the academic self-concept of students with learning difficulties in the primary stage.
The study problem can be formulated in the following main question:
What is the effectiveness of the theory of successful intelligence in developing the academic self-concept of students with learning difficulties in the primary stage?
The following sub-questions are derived from it:
1. Are there differences between the mean scores of the experimental and control groups in the post application of the academic self-concept scale?
2. Are there differences between the mean scores of the two measurements, the pre and post measurements, on the academic self-concept scale of the experimental group?
3. Are there differences between the mean ranks of the post and follow-up measurements on the academic self-concept scale of the experimental group?
Objectives of the study
This study aimed to build a training program based on the theory of successful intelligence, and to investigate its effectiveness in developing the academic self-concept of students with learning difficulties.
The importance of study
• Practical importance
1. The current study helps teachers and parents in how to deal with children with learning difficulties
2. The results of the current study help specialists in preparing educational programs in preparing programs that help develop the academic self for people with learning difficulties
• Theoretical importance
1. Providing mechanisms for the development of our students in primary schools according to the theory of successful intelligence
2. What we offer to the Arabic library a training program based on the use of the theory of successful intelligence in developing the academic self-concept of primary school students with learning disabilities
3. The results may help researchers and teachers who seek to provide remedial services for students who suffer from learning difficulties.
Study limits
The results of the current study are determined in the light of the sample, tools and statistical methods
Study sample
The study sample of fourth grade primary students at Omar bin Abdul Aziz School in Beni Suef Governorate
Study tools
The following tools were used in the current study:
• Raven’s Scale for Graduated Matrices of Intelligence, Arabization and Codification by Fouad Abu Hatab et al. (1977)
• Rapid Neurological Survey Test, prepared and localized by Abdel Wahab Mohamed Kamel (2001)
• The scale of the economic, social and cultural level developed for the Egyptian family, prepared by / Mohamed Mohamed Bayoumi Khalil (2000).
• Academic self-concept scale (prepared by the researcher).
• The training program (prepared by the researcher).
Statistical methods
It consisted of the Mann-Whitney test for unrelated ranks, the Wilcoxon test for related ranks, Pearson’s correlation coefficient, arithmetic mean, standard deviation, and the spss program.
Results
The current study reached the following results:
1- There are statistically significant differences between the mean scores of the members of the experimental and control groups on the academic self-concept scale in the post application in favor of the experimental group.
2- There are statistically significant differences between the mean scores of the tribal and remote measurements on the academic self-concept scale among the experimental group members in favor of the post measurement
3- There are no statistically significant differences between the mean scores of the post and follow-up measurements on the academic self-concept scale of the experimental group.