The Level of Social Self-Efficacy among Special Education Students at the College of Basic Education in Kuwait in Light of Selected Variables

This study aimed to assess the level of social self-efficacy among special education students at the College of Basic Education in Kuwait and examined its relationship with variables including gender, marital status, major, academic year, GPA, and high school grade percentage. The study sample consisted of 523 male and female students. To achieve the research objectives and address its questions, the researchers used a social self-efficacy scale. The findings indicated that the overall level of social self-efficacy among special education students was moderate. The scale items were categorized into three levels of relative importance: high (items with an approval rate of more than 75%), which constituted 44% of the scale; moderate (approval rates between 65% and less than 75%), accounting for 32% of the items; and low (approval rates below 65%), making up 24% of the scale items. The results further revealed statistically significant differences in social self-efficacy based on gender, favoring male students. There were also significant differences across academic years, with third-year students showing higher social self-efficacy than first- and second-year students. The study concluded with several recommendations, including the development of awareness, preventive, developmental, and therapeutic programs to enhance social self-efficacy across general education stages. It also suggested that higher education programs focus on cultivating the values and skills necessary for personal development, as well as increasing social self-efficacy levels among pre-service teachers, who were recognized as central to the educational process.
Keywords:
 social self-efficacy, special education students, developing aspects of personality.