فعالية التدريب على التخيل الموجه في تنمية الكفاءة الذاتية الأكاديمية لخفض قلق الاختبار لدى التلاميذ ذوي صعوبات التعلم
The present research aimed at investigating the effectiveness of on guided imagery-based-training on the development of academic self-efficacy and its impact on test anxiety among students with learning disabilities. The sample of the research consisted of (40) 5th primary grade enrolled in learning disabilities programs in primary stage at King Saud Educational Composite, Arka school and embassies neighborhood school in Riyadh in the academic year 1436- 1437 AH. The students were divided into two groups: an experimental group that were trained on guided imagery strategy and a control group that did not receive any special treatment. Data collection was carried out by means of the Academic self-efficacy Scale (prepared by the researcher), test anxiety scale (prepared by the researcher), aven’s Progressive Matrices intelligence test, and the suggested Training Program (prepared by the researcher). Data analysis was conducted using nonparametric statistical methods such as Mann-Whitney test, and Wilcoxon test. The results of the research revealed that there were significant statistical differences at (0.01) level of significance between the average ranks of the scores of the experimental and control groups in the post measurement on the Academic self-efficacy Scale in favor of the experimental group. There were also significant statistical differences at (0.01) level of significance between the average ranks of the scores of the experimental group in the pre and post measurements of the Academic self-efficacy Scale in favor of the post measurement. In addition, the results have shown that there was no significant statistical difference between the average ranks of the scores of the experimental group in the post and follow up measurements of the Academic self-efficacy Scale which indicates the effectiveness of the program. Moreover, the results of the study revealed that there were significant statistical differences at (0.01) level of significance between the average ranks of the scores of the experimental and control groups in the post measurement on the test anxiety scale in favor of the experimental group. There were also significant statistical differences at (0.01) level of significance between the average ranks of the scores of the experimental group in the pre and post measurements of the test anxiety scale in favor of the post measurement. In addition, the results have shown that there was no significant statistical difference between the average ranks of the scores of the experimental group in the post and follow up measurements of the test anxiety Scale. (Published abstract)