الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The primary stage is one of the most important stages of study, which is considered the cornerstone in building the personality of the child, so it is necessary to identify the educational problems, find out their causes and Among these problems is the emergence of a large segment of people with learning disabilities in primary schools, where the number of people with learning difficulties was estimated at (3%: 5%) of the total number of students in the stage, which is not insignificant. In order to determine the causes of that problem and try to reach the academic success of the child, he needs to develop many skills, the most important of which are the skills of self-organization, which is a necessary process that gives the learner the ability to control and control his behavior and is linked academically to preparations Students to adapt to the difficulties related to the school environment, allowing a person to regulate behavior is a goal of executive function skills that play a vital role in the child’s academic performance because it predicts the ability to remember and process information, thinking and language skills. The deficit in executive functions affects the child’s academic performance, communication, social interaction, and completion School tasks, participation in activities and projects, and interaction with peers, which is one of the distinguishing characteristics of people with learning disabilities
Statement of Problem:
It has been defined in asking the following questions:
1- Is there a relationship between the dimensions of executive functions, the total degree, the organization of self-regulation, and the total degree among the members of the study sample of primary school students with learning Disabilities?
2- What is the level of self-organization among the study sample members of the primary stage students with learning Disabilities?
3- What is the level of executive functions for the study sample of primary school students with learning Disabilities ?
4- Are there differences between the average scores of males and females with learning Disabilities on the dimensions of the self-regulation scale and the total score among the study sample members of the primary stage students with learning Disabilities?
5- Are there differences between the mean scores of males and the average scores of females with learning Disabilities on the scale of executive functions dimensions and the total score of the study sample members of primary school students with learning Disabilities?
6- Does self-regulation contribute to predicting the executive functions of the study sample members of primary school students with learning Disabilities?
Objectives of the study:
This current aimed to identify:
1- The relationship between the executive functions dimensions and the total degree and the self-organization dimensions and the total degree of the study sample members of the primary school students with learning Disabilities.
2- The level of self-regulation among the study sample members of the primary stage students with learning Disabilities.
3- The level of executive functions among the members of the study sample of primary school students with learning Disabilities.
4- The differences between the average scores of males and the average scores of females with learning Disabilities on the scale of self-organization dimensions and the total score of the study sample members of primary school students with learning Disabilities.
5- There differences between the average scores of males and the average scores of females with learning Disabilities on the scale of executive functions dimensions and the total score of the study sample members of primary school students with learning Disabilities.
6- The contribution of self-regulation in predicting executive functions among the study sample members of the primary stage students with learning Disabilities.
significance of the study:
First: Theoretical importance:
This importance lies in the following points:
1. The importance of the study stems from the importance of the sample, in the context of the community’s interest in special education, such as students with learning Disabilities as one of the special education categories, due to the increase in the rate of learning Disabilities among learners in schools.
2. The subject of the study is one of the new topics that dealt with executive functions, which is one of the important cognitive activities that play a major role in directing perception and understanding and that directly contribute to learning.
3. Enriching the field of educational research in the field of special education with a topic that is one of the important topics in the field of mental health, as self-organization is one of the modern concepts that play an effective role in organizing the life of the individual in a proper manner.
Second: The practical importance:
This importance lies in the following points:
1. The study presents a new measure of self-regulation for primary school pupils that researchers can benefit from in later research.
2. The results of this study may help in designing some educational and psychological programs that can contribute to improving the self-regulation skills of primary school students with learning Disabilities.
3. This study may also provide psychological counselors in schools with measuring tools to help them measure self-regulation.
4. The results of this study can also benefit the curricula authors when developing curricula.4- The study presents a new measure of self-regulation for primary school pupils that researchers can benefit from in later research.
5. The results of this study can also help the behavior modification centers in designing some educational and psychological programs that can contribute to improving the self-regulation skills of primary school students with learning Disabilities.
The Study Limitations:
The Study Limitations were determined of following
1) Temporal Limitations:
The study was carried out in the first semester of 2021-2022 AD.
2) Spatial Limitations:
The study was conducted in a number of schools in Sohag governorate affiliated to Akhmim and Saqala administrations, which are the new Salmouni Primary School, the old Salmouni Primary School, the Al-Sfalaq Elementary Joint Primary School for Girls, and the new Saqalata Primary School.
3)Human Limitations:
The basic study sample consisted of (92) male and female students in the primary stage, and their number was (48) female students, and (44) male students, and their ages ranged between (11-13) years.
4) Procedural Limitations:
The Study tools were determined of following:
A- Tools used in selecting the sample
• A comprehensive medical examination form for school students (prepared by the Ministry of Education(
• Social and economic level questionnaire (prepared by Al-Khass , 2013(
• Intelligence test (prepared by Saleh 1978, presented by Professor Ibrahim Mustafa Hammad, 2008(
• The visual kinetic test of Bandar Gestalt (prepared by Loretta Bandar 1938, Arabization and the transition to the Egyptian environment, Fahmy , Ghoneim, P.C(
• An achievement test in mathematics (prepared by the researcher(
B- The tools used to collect the data needed to validate the hypotheses of the current study:
Executive Functions Scale for Ordinary Students and People with Special Needs (Prepared by Al-Khass& Morsi , 2013).
The Self-Regulation Scale (prepared by Marques ,et.al, 2005, translated and Arabized by the researcher).
Study Approach
The current study used the descriptive approach whereby the researcher deemed it appropriate to the nature of the current study, as it describes the phenomenon as it exists in reality, and expresses it in a quantitative form with the aim of reaching results that help in understanding its realities through the analysis and interpretation of the results.
Statistical methods.
The current study used statistical methods, including:
1. Correlation coefficient using the Pearson equation.
2. Stability Coefficient Alpha – Cronbach.
3. Split- half.
4. Simple regression coefficient.
5. Averages and standard deviations.
6. Multiple regression analysis.
7. T-test for one sample.
8. T. Test.
hypotheses.
1) There is a positive correlation and statistical significance between the dimensions of executive functions, the total outcome, the self-organization dimensions, and the total outcome of the study sample of primary school students with learning Disabilities.
2) There are no statistically significant differences between the hypothetical mean and the arithmetic average on the scale of self-organization among the study sample members of the primary school students with learning Disabilities.
3) There are no statistically significant differences between the hypothetical mean and the arithmetic average on the scale of executive functions among the study sample members of the primary school students with learning Disabilities.
4) There are no statistically significant differences between the average scores of males and the average scores of females with learning Disabilities on the dimensional scale of self-regulation and the total score of the study sample of primary school students with learning Disabilities.
5) There are no statistically significant differences between the average scores of males and the average scores of females with learning Disabilities on the scale of the dimensions of executive functions and the total score of the study sample of primary school students with learning Disabilities.
6) The self-regulation of the dimensions and the total score contributes to predicting the executive functions of the study sample members of the primary stage students with learning Disabilities.
Results:
1- There is a positive, statistically significant, correlation between the executive functions dimensions and the total degree and the organization of the self dimensions and the total degree of the study sample members of the primary school students with learning Disabilities.
2- There is a low level of self-regulation among the study sample members of the primary stage students with learning Disabilities.
3- There is a low level of executive functions among the study sample of primary school students with learning Disabilities.
4- There are no statistically significant differences between the average scores of males and the average scores of females with learning Disabilitieson on the scale of self-regulation( dimensions and total score) among the study sample members of primary school students with learning Disabilitieson.
5- There are no statistically significant differences between the average scores of males and the average scores of females with learning Disabilitieson the scale of executive functions (dimensions and the total score) among the study sample members of primary school students with learning Disabilitieson.
6- The self-regulation of dimensions and the total degree contributes to predicting the executive functions of the study sample members of the primary stage students with learning Disabilities.