Predicting Factors in Academic Success for Learning Disabilities Students in Jordan

Abstract

The current study aimed to identify the factors that predict in the academic success among students with learning disabilities in Jordan. The study adopted the correlational descriptive methodology to achieve the aims of the study. (150) male and female students from eleventh and twelfth grades in Irbid schools were selected, who had previously been diagnosed with learning disabilities and had received specialized programs in resource rooms earlier, and the following measures were used (self-awareness, proactivity, perseverance, goal setting, social support and emotional stability) with the academic success. The results showed a positive correlation between academic success and all of the following: self-awareness, proactivity, perseverance, goal setting, and social support and emotional stability, and the predictive ability for all variables (self-awareness, proactivity, perseverance, goal setting, and social support and emotional stability) in academic success.