Иран COMPARISONS OF SELF-EFFICACY AND HOPE AMONG STUDENTS WITH AND WITHOUT LEARNING DISABILITIES

Состојбата на потешкотии во учењето е доживотна состојба што влијае на академското функционирање, секојдневниот живот и на општествениот начин на живеење. Учениците со потешкотии во учењето често во академските и други подрачја постигнуваат под нивото, и најчесто со первазивни негативни последици. Ова истражување ја споредува самоефикасноста и надежта на ученици со потешкотии во учењето во 30 основни училишта (шесто одделение) со 30 нивни врсници без потешкотии во учењето. Беше користен дизајнот екс постфактум. Примерокот за статистичка анализа ги опфаќа сите ученици од основните училишта (шесто одделение) во Харсин, Иран, во текот на учебната 2012/2013 година. Учениците со потешкотии во учењето беа случајно избрани. Кај учениците со потешкотии во учењето, потешкотиите во учењето беа дијагностицирани со помош на Прашалникот за потешкотии во учењето од Колорадо. Учениците ги пополнија Векслеровата мемориска скала, Генералната скала за самоефикасност и Скалата за детска надеж. Податоците беа анализирани преку анализа на варијанса. За компјутерската обработка на дескриптивната статистика и анализата на варијанти, беше употребен статистичкиот пакет за општествените науки (SPSS 20). Learning disability is a life-long condition that can affect academic functioning, everyday life and social life. In multiple areas, academic and other, students with LD often underachieve, and often with pervasive negative consequences. This study compared self-efficacy and hope in 30 elementary school (sixth grade) children with learning disabilities (LD) and 30 their peers without LD. An ex post facto design was used. Statistical population comprised of all students in elementary schools (sixth grade) in, Harsin, Iran, during the 2012-2013 academic year. Students with learning disabilities were randomly selected. The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ). The students completed the Wechsler Memory Scale, General Self-Efficacy Scale, and Children’s Hope Scale. Data were analyzed using analysis of variance. The Statistical Package for Social Sciences (SPSS 20) was used for computing descriptive statistics and analysis of variance.


Резиме Abstract
Состојбата Learning disability is a life-long condition that can affect academic functioning, everyday life and social life.In multiple areas, academic and other, students with LD often underachieve, and often with pervasive negative consequences.This study compared self-efficacy and hope in 30 elementary school (sixth grade) children with learning disabilities (LD) and 30 their peers without LD.An ex post facto design was used.Statistical population comprised of all students in elementary schools (sixth grade) in, Harsin, Iran, during the 2012-2013 academic year.Students with learning disabilities were randomly selected.The students with LD had been diagnosed by Colorado Learning Difficulties Questionnaire (CLDQ).The students completed the Wechsler Memory Scale, General Self-Efficacy Scale, and Children's Hope Scale.Data were analyzed using analysis of variance.The Statistical Package for Social Sciences (SPSS 20) was used for computing descriptive statistics and analysis of variance.

Вовед Introduction
Учениците со потешкотии во учењето се една од најголемите групи од групата ученици со посебни образовни потреби во инклузивната училница (1).(11).Indeed, students with LD often underachieve in multiple areas, academic and other, and often with pervasive negative consequences (12).Only a small number of studies have examined the self-efficacy beliefs of adolescents with LD. 'Self-efficacy' is the concept delivered from the Society Education Theory of Bandura (13).It indicates selfconfidence in organizing and executing tasks successfully, and determines an individual's capacity to control the motives, recognition, and direction of their actions (14).It also includes an individual's capability to call upon the physical, intellectual and emotional resources needed for the successful accomplishment of tasks (15).In his selfefficacy theory, Bandura ( 14) defined selfefficacy as beliefs in one's abilities to carry out a desired course of action.These selfbeliefs are formed from four sources: mastery experience (performance on previous similar tasks); vicarious experience (modeling, or the observation of others' performance on similar tasks); verbal persuasion (feedback from significant others); and physiological and emotional reactions (e.g., anxiety) to specific tasks (14).Schwarzer (16)  recovery from setbacks, and emotional adaptiveness (17).
In general, a high self-efficacy level indicates an affirmative sense of self and an ability to remain committed to goal achievement.Meanwhile, low self-efficacy indicates low levels of self-confidence, negative selfevaluation, and inability to produce a planned outcome when tasks are given (18).On the other hand, hope may support and enable students to meet the increased demands of the middle school environment, enabling them to set valued goals, identify the means to achieve these goals, and summon the drive to achieve them (19).
Recognizing the importance of goal setting for students' functioning, hope was defined as a set of beliefs that involves two ways of thinking about a goal: agentic thinking and pathways thinking.Agentic thinking involves beliefs about success in reaching goals (e.g., "I meet the goals that I set for myself"); pathways thinking involve beliefs about effectiveness when pursuing different means to obtain goals ("I can think of many ways to get what I want").Hope, then, reflects belief in one's personal ability to pursue desired goals in the future and kindles motivation to use various pathways (20).Higher levels of hope have been related to better outcomes in academic achievement and psychological adjustment (19).Thus, we expect students who report higher levels of hope to invest effort in responding to their academic challenges.Hope has been examined within school settings, yet no earlier research has explored its implications for students with LD.Examining hope among students with LD may reveal an important aspect of their motivation to cope with academic challenges, regardless of difficulties and frustrations.

LD in Iran and purpose of this research
Во In recent years, Learning disabilities have been discussed from many education experts in Iran and schools are established to provide services to LD students in all cities.In Iran, LD is diagnosed by teachers in schools originally, then the students in the areas of reading, writing or math problems are introduced to centers of learning disorders and receive support services in these centers.This study compares children with LD and their peers without LD on self-efficacy and hope.We hypothesized that children with LD would score lower on the self-efficacy and hope than their peers without LD.(21).Also, the diagnostic assessment included the Wechsler Intelligence Scale.Students with learning ability were randomly selected.The procedure for choosing the respondents involved two steps.Firstly, 4 public elementary schools were randomly selected но избрани од 8 јавни основни училишта во Харсин, Иран.Второ, се одреди потребниот број на ученици за потребите на истражувањето според Прашалникот за потешкотии во учењето од Колорадо.

Истражувачки прашања
among the 8 public elementary schools in, Harsin, Iran.Secondly, the number of students required for the study according to CLDQ was determined.
The data collected from the instruments will be entered into a computer file using SPSS.
All inferential statistical analyses will use an alpha level of 0.05.In this research, results were analyzed with an analysis of variance (ANOVA).One-Way ANOVA were performed to assess differences between group's scores on the above measures (self-efficacy and hope).Note.LD = students with learning disabilities; NLD = students without learning disabilities.Descriptive statistics for the Student self-efficacy and hope Scales are summarized in Table 1.Total Hope Score averages for LD were 23.70 (SD= 3.89) and for NLD were 27.83 (SD= 4.56).Total Self-efficacy Score averages for LD were 37.10 (SD= 4.38) and for NLD were 41.93 (SD= 4.63).One-way anova indicate that the scores are statistically significant (table 2).As it can be seen in Table 2, significant differences emerge for hope between the two groups F (1, 58) = 14.23, p < 0.001.In addition, significant differences emerge for self-efficacy between the two groups F (1, 58) = 17.24, p < 0.001.

Discussion and Conclusion
Учениците со потешкотии во учењето се соочуваат со повеќе општествени, емоционални и мотивациски проблеми за разлика од учениците без потешкотии во учењето (22 It is important to consider the limitations of this study.The study was conducted on a relatively small sample, so the generalization of results is limited. Another limitation of this study was that, despite efforts to ensure that each participant responded to each item on the scales, there were occasional missing values.There are four ways to deal with missing data (a) eliminating the participant's data altogether, (b) replacing the missing data with the investigator's guess of a likely response, based on prior knowledge of how a given participant is likely to respond, (c) calculating the overall mean from the available data and replacing missing values with the mean across groups, or (d) inserting the group mean for a missing value (30).Rather than eliminating the entire set of responses from participants who omitted items, we chose to replace missing values with mean score.

Table 1 .
Means and standard deviations for all measures by variables