الملخص الإنجليزي
This descriptive study aimed to identify the relationship between social skills and
learning motivation among Omani students with learning disabilities from their
teachers’ perspective. The study sample consisted of 300 students enrolled in Learning
Disabilities Program at Al Batinah North Governorate in Oman for the academic year
2022/2023. The teachers of Learning Disabilities Program responded to the social skills
scale, which consisted of 30 items distributed on three sub-dimensions: Collaboration,
self-affirmation, and self-control. The teachers also responded on the learning
motivation scale, which consisted of 15 items distributed on three sub-dimensions: Pay
attention to the educational situation, interest in the activity, and continue performing
the activity. The results indicated that all dimensions of the social skills scale and the
learning motivation scale were at an average level. The results also showed an average
positive correlation between social skills and learning motivation. In other words, social
skills contributed to predicting learning motivation for students with learning
disabilities. The results also showed that there were differences on all sub-dimensions
of the social skills scale in favor of females, and on the self-control dimension in favor
of students with learning disabilities in the Arabic language. The study recommended
the existence of school psychological counseling programs that enhance social skills
and learning motivation among students with learning disabilities, and enhancing the
role of parents in discussing issues related to social skills and learning motivation
among their children.
