Comparative Analysis of Academic Self-Efficacy and Quality of Life among Students with special needs and General education students in Secondary Schools

ELSHARKAWI, ALAA

doi:10.21608/psjer.2025.380785.1053

Comparative Analysis of Academic Self-Efficacy and Quality of Life among Students with special needs and General education students in Secondary Schools

Document Type : Original Article

Author

ALAA ELSHARKAWI

education psychology, faculty of education, Suez canal university, Egypt, Ismailia

10.21608/psjer.2025.380785.1053

Abstract

This study adopts a descriptive-comparative approach to explore differences in academic self-efficacy and quality of life among 471 secondary school students in Ismailia Governorate, including 221 students with special needs and 250 general education peers. Data were collected using the Academic Self-Efficacy Scale and the World Health Organization Quality of Life – BREF (WHOQOL-BREF) instrument. Statistical analyses included independent samples t-tests, one-way ANOVA, multiple regression, and multivariate analysis of variance (MANOVA). Results showed no significant difference in academic self-efficacy between students with special needs (M = 67.81, SD = 13.62) and general education students (M = 67.93, SD = 10.67), t (156.70) = –0.076, p = .940. However, a significant difference was found in quality-of-life scores, favoring general education students, favoring General education students (M = 92.35, SD = 9.06) over their peers with special needs (M = 86.21, SD = 14.37), t(318) = –4.628, p < .001. The MANOVA results indicated no significant multivariate effect for student type on combined dimensions, Wilks’ Lambda = 0.993, F (9, 210) = 0.156, p = 0.998, partial η² = 0.007. Nonetheless, a significant univariate difference was observed in study skills, where General education students outperformed their peers with special needs (F = 39.190, p = .000). These findings underscore the need for targeted interventions to support the academic skills and well-being of students with special needs, including enhanced study strategies, inclusive infrastructure, and psychosocial support within secondary education settings.

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