The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts academic procrastination, and whether level of academic procrastination tendency among college students with learning disabilities differs according to demographic variables. The research is based on a convenience sample of 80 undergraduate students from a variety of departments at Zagazig Faculty of Education, Egypt.. Findings indicated that there was a positive correlation between academic procrastination and Positive Self–Oriented Perfectionism, while no significant correlation was determined between academic procrastination and Negative Self –Oriented Perfectionism. According to the multiple linear regression analysis results, Positive Self –Oriented Perfectionism, and Negative Self –Oriented Perfectionism account for 22% of academic procrastination. Positive Self –Oriented Perfectionism made a positive contribution to the model, Negative Self –Oriented Perfectionism made no significant contribution, which indicated that The only significant predictor was Positive Self –Oriented Perfectionism. The independent t-test showed that undergraduates’ academic procrastination scores did not differ significantly according to gender. One-way ANOVA showed that undergraduates’ academic procrastination scores did not differ significantly according to grade. The independent t-test showed that undergraduates’ academic procrastination scores did not differ significantly according to Specialty.
Academic procrastination, college students, positive and negative selforiented perfectionism, gender, specialty , grade
In this study the differences between students who preferred to study in Islamic high schools (Imam Hatip) and other high schools in terms of the following issues were examined: a) whether or not students were religious b) whether or not students’ parents were religious c) whether or not parents lived in rural areas or in the city d) parents’ income level e) students’ basic education (grades 1-8) academic achievement f) gender. The study group comprised 500 high school students: 322 students studying at Islamic high schools (Imam Hatip), and 178 students studying at other high schools. Quest Religious Orientation Scale and Islamic Religious Affinity Evaluation Scale were used to collect data. The findings showed that Islamic high school (Imam Hatip) students had more affinities towards religion. It was also found that the parents of the majority of Islamic high school (Imam Hatip) students lived in rural areas. These students had the tendencies in having dogmatic beliefs instead of questioning and improving their way of looking at religion. Especially students who preferred Islamic high schools (Imam Hatip) were found to be low academic achievers in basic education. It was also found that male students had more religious affinities compared to female students. The latest regulations by HEC (Higher Education Council) to decrease students’ interests for Islamic high schools (Imam Hatip) did not only seriously affect students who preferred these highs schools but also students who preferred to go to other high schools.
It also decreases the ratio of vocational and technical education institutions which perform educational processes effectively in the 21st century.
Islamic high school, Imam Hatip, Vocational School, Islamic piety, religion tendency
Computer- assisted instruction (CAI) has been recently provided in various formats from kindergartens on. It brings several potential benefits as a teaching / learning medium.
Computerized games, as a CAI format, are in themselves a very important means of instruction for children in particular because of their unique characteristics. This study investigated the effectiveness of a computerized games program on enhancing the helping behavior in kindergartners at- risk for learning disabilities. Participants were fourteen 5- 6 year- old kindergartners from Zagazig, Egypt. They were divided into two matched groups (experimental & control) with 7 participants each. Experimental method was used, and results indicated that use of computerized games enhanced helping behavior. It is concluded that those computerized games are practical tools to facilitate training and instruction to children at- risk for learning disabilities, and help them be school ready to learn .
Computerized games, CAI; helping behavior; at- risk for LD