الفهرس 
التعريف بالدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The study aimed at identifying the effectiveness of training program in a causal attribution and metamemory in improving academic motivation, academic self-efficacy, reading comprehension of learning - disabled pupils through modifying their uncontrollable attribution styles, metamemory .Subjects of the study were (72) male and female learning –disabled fifth graders in Assuit city. Their mean ages were 124.94 months with standard deviation .95 in the study year 2005/2006 .They were divided into four groups: three experimental groups : (a) Attribution training ,(b) Attribution and metamemory training and (c) Metamemory training ,in addition to the experimental groups .The following tools were administered : Raven’s Successive Matrices Test ,Reading Comprehension Test ,Pupils ’Behavior Rating Test, Academic Causal Attribution Questionnaire, Life Attribution Questionnaire ,Causal Attribution Training Program, Metamemory Scale , Metamemory Training Program , Academic Motivation Scale , Academic Self-Efficacy Scale. There were significant differences between mean scores of the first and third experimental groups in pre and post measurements on Academic Causal Attribution Questionnaire and Life Attribution Questionnaire in favor of post measurement .There were also significant differences between mean scores of the three experimental groups and the control group in post measurement on : , Academic Motivation Scale , Academic Self-Efficacy Scale and Reading Comprehension Test these differences were in favor of the experimental groups .