الفهرس 
الإطار النظري للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
1-introduction
Effectiveness of a training program to improve self-efficacy in reducing social and emotional problems Gifted with learning disabilities.
The gifted with learning disabilities are the most individuals with special needs need attention, understanding and care of others as a renewable social wealth can be exploited for control and control of the environment, as the education of talented people is a long-term investment, which contributes in the form of contributions and achievements and innovations in various fields.
Gifted students with learning disabilities face some social and emotional problems. They are psychologically and socially incompatible with others, anxiety, frustration, fear of failure, anger, withdrawal, lack of participation in activities, and avoidance of social relationships. The gifted people combine learning disabilities from duality with giftedness Ordinary people, and the presence of learning difficulties affect their performance and their negative impact is reflected on aspects of the personality as a whole.
2- The study Problem:
The present study aims to improve the self-efficacy of gifted learning disabled. Which will reduce the social and emotional problems they suffer from, so the study
The current study aims to answer the following questions:
1- What is the effectiveness of a training program to improve the self-efficacy of gifted students with learning difficulties?
2- What is the effectiveness of a training program to reduce the emotional problems of gifted students with learning difficulties?
3- What is the continuity of the effectiveness of a training program to improve self-efficacy and address emotional problems among gifted students with learning difficulties?
3- Objectives of the study
The current study aims to improve self-efficacy in reducing emotional problems for gifted students with learning difficulties through the training program prepared for this study.
1- Improving the self-efficacy of gifted students with learning difficulties. .
2- Detection of emotional problems among gifted students with learning difficulties
2- Exposing the role of the training program prepared for this study in improving self-efficacy and reducing emotional problems for gifted students with learning difficulties.
4- importance of studying
The importance of the study can be explained as follows:
- First, the theoretical importance:
1- The importance of the study lies in the importance of the variables that it addresses to study it, which is the self-efficacy and emotional problems of the gifted with learning difficulties., And where there is an urgent need for such studies due to the importance of these variables under study, and the scarcity of studies that dealt with gifted people in the Arab and Egyptian environment in particular. within the limits of the researcher’s knowledge.
2- The current study deals with the variable of emotional problems among the gifted, especially after previous studies indicated that the gifted suffer from a high level of emotional problems, which negatively affects their performance and reduces their creative ideas.
3- It works to direct attention to this special group of members of society, which should receive attention and care because of its impact on the progress and prosperity of society.
4- Providing more research that is concerned with gifted students with learning difficulties
5- Its attempt to understand the personality of the gifted with learning difficulties and the problems they face through their self-concept and work to alleviate their emotional problems.
6- The study contributes to preparing and presenting a modern, comprehensive theoretical framework that meets the opinions and conclusions reached by previous researchers about the research variables of the current study.
7- The current study and its results are in addition to the training, therapeutic and educational programs that were designed for the gifted in the age group of the study sample.
Secondly, the practical importance:-
1- It contributes to dealing with a vital and realistic problem, which is the self-efficacy of the gifted with learning difficulties.
2- Work to reduce the emotional problems of the gifted with learning difficulties.
3- The current study sheds light on (improving self-efficacy and emotional problems) for gifted students with learning difficulties.
4- The nature of the age stage during which students are more vulnerable to emotional disturbances and problems than others.
5- Applying it in the field of special education and helping parents and workers to accept the matter and deal and interact with gifted people with learning difficulties, which contributes to their rehabilitation and care.
5- Applying it in the field of special education and helping parents and workers to accept the matter and deal and interact with gifted people with learning difficulties, which contributes to their rehabilitation and care.
6- The application of the results of the study will contribute to the development of proposals that help the families of the gifted with learning difficulties to improve self-efficacy and alleviate the emotional problems of their children, thus encouraging them to participate in society.
7- Preparing two scales, one for self-efficacy and the second for emotional problems, for the gifted with learning difficulties, which is considered a contribution and addition to the library of standards for the gifted.
5-Study terms and concepts:
1- The training program
2- Self-efficacy
3- Emotional problems
4- The gifted with learning difficulties
6- study determinants
1- Study tools:
To verify the validity of the study hypotheses, the researcher relied on the following tools:
1- The Stanford-Binet scale, fifth image, quote and preparation (Muhammad Taha, Abdel-Mawgoud Abdel-Samie, review and supervision / Mahmoud Abu El-Nil (2011).
2- A list of behavioral characteristics for assessing gifted students with learning difficulties / prepared by Hosni El-Naggar (2010).
3- Rapid Neurological Scan Test (prepared and codified by Abdul Wahab Mohamed Kamel) 2011.
4- A measure of self-efficacy (prepared by the researcher).
5- Scale of emotional problems (prepared by the researcher).
6- The training program (prepared by the researcher)
2- Study Methodology:
The researcher uses the experimental approach, which aims to investigate the impact of the experimental variable (the independent variable) of the training program on the two dependent variables, self-efficacy and the alleviation of emotional problems among gifted students with learning difficulties.
4- Study sample:
The current study was conducted on a sample of gifted students with learning difficulties, consisting of (24) students from the second preparatory grade at Al Hamoul Preparatory Combined School, their ages ranged from (13-14) years, with an average of (14.6) years and a standard deviation of (0.32) years. Divide them randomly into two groups:
(A) - The experimental group (12) gifted students with learning difficulties .
(B) The control group (12) gifted students with learning difficulties
- Temporal limits:
The field application took place during the second semester of the academic year 2021/2022 AD, and the application took place in A- for a period from 10/1/2021 - 12/20/2022
spatial boundaries:
The educational spatial boundaries were represented in Al-Hamul Preparatory School for Girls, Al-Hamul Administration, Directorate of Education in Kafr El-Sheikh
7- Results
1- There are statistically significant differences between the mean scores of the experimental and control groups on the self-efficacy scale after applying the program, and these differences are in the direction of the experimental group of gifted individuals with learning difficulties.
2- There are statistically significant differences between the mean scores of the experimental group members before and after the program on the self-efficacy scale, and these differences are the direction of the measurement results after applying the program.
3- There are no statistically significant differences between the mean scores of the experimental group members immediately after applying the program and then after a follow-up period (approximately two months) on the self-efficacy scale.
4- There are statistically significant differences between the mean scores of the experimental and control groups on the social-emotional problems scale after applying the program, and these differences are in the direction of the experimental group of gifted individuals with learning difficulties.
5- There are statistically significant differences between the mean scores of the experimental group members before and after the program on the social-emotional problems scale, and these differences are the direction of the measurement results after applying the program.
6- There are no statistically significant differences between the mean scores of the experimental group members immediately after applying the program and then after a follow-up period (approximately two months) on the social-emotional problems scale