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Relationship between the level of perceived self-efficacy of children with learning disability and their mothers perception about the efficacy of their child and childrens academic achievement
Journal of Psychology & Psychotherapy

Journal of Psychology & Psychotherapy
Open Access

ISSN: 2161-0487

+44 20 3868 9735

Relationship between the level of perceived self-efficacy of children with learning disability and their mothers perception about the efficacy of their child and childrens academic achievement


3rd International Conference on Clinical and Counseling Psychology

August 20-21, 2018 Singapore

Maheshwari P and Brindavan M

University of Mumbai, India

Scientific Tracks Abstracts: J Psychol Psychother

Abstract :

The present study aimed at studying the level of perceived self-efficacy of children with learning disability and their mother??s perception about the efficacy of the child and the relationship between the two. The study further aimed at finding out the relationship between the level of perceived self-efficacy of children with learning disability and their academic achievement and their mother??s perception about the efficacy of the child and child??s academic achievement. The sample comprised of 80 respondents (40 children with learning disability and their mothers). Children with learning disability as their primary condition, belonging to middle or upper middle class, living with both the parents, residing in Mumbai and their mothers were selected. Purposive or judgmental and snowball sampling technique was used to select the sample for the present study. Pro forma in the form of questionnaires were used to obtain the background information of the children with learning disability and their mother??s. A self-constructed mother??s perceived efficacy of their child assessment scale was used to measure mothers perceived level of efficacy of their child with learning disability. Self-constructed child??s perceived self-efficacy assessment scale was used to measure the level of child??s perceived self-efficacy. Academic scores of the child were collected from the child??s parents or teachers and were converted into percentage. The data was analyzed quantitatively using frequencies, mean and standard deviation. Correlations were computed to ascertain the relationships between the different variables. The findings revealed that majority of the mother??s perceived efficacy about their child with learning disability was above average as well as majority of the children with learning disability also perceived themselves as having above average level of self-efficacy. Further in the domains of self-regulated learning and emotional self-efficacy majority of the mothers perceived their child as having average or below average efficacy, 50% of the children also perceived their self-efficacy in the two domains at average or below average level. A significant (r=0.322, p<0.05) weak correlation (Spearman??s rho) was found between mother??s perceived efficacy about their child and child??s perceived self-efficacy and a significant (r=0.377, p<0.01) weak correlation (Pearson correlation) was also found between mother??s perceived efficacy about their child and child??s academic achievement. Significant weak positive correlation was found between child??s perceived self-efficacy and academic achievement (r=0.332, p<0.05). Based on the findings, the study discussed the need for intervention program for children in non-academic skills like self-regulation and emotional competence.

Biography :

Payal Maheshwari has completed her MPhil from Department of Human Development and Family studies from MS University, Vadodara, Gujarat. She is presently teaching as an Associate Professor at the Department of Human Development, College of Home Science, Nirmala Niketan, Mumbai. She has teaching and research experience of 21 years. She has presented several papers in national and international conferences, published papers in several reputed journals and chapter in book. She is also a Reviewer of several international journals and Editorial Board of Journal of International Special Needs and Education.

E-mail: [email protected]

 

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