Comparison of Self-Esteem, Self-Efficacy and Social Anxiety in Mental Retarded Students With and Without Experience of Regular Schools

Purpose: Regarding to role of self-efficacy concepts, self-esteem and social anxiety in social adjustment and mental health of students with mental retardation that make up almost 2% of students society, The purpose of this study was to compare self-esteem, self-efficacy and social anxiety among students with or without normal education in Khorramabad city. Method: The research method was descriptive of the type of causal research. The statistical population of the present study included 223 male and female primary school students from the first to sixth grades of elementary school in Khorramabad city, who were studying in the school. The sample size of 100 students (in two groups with and without ordinary schools), were selected through purposeful sampling. To collect data from Rosenberg self-esteem questionnaire (1965), Shererchr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))))s general self-efficacy questionnaire (1982) and questionnaire The Convergent Social Phobia Standard (2004) were used. The sample size of 100 students (in two groups with and without ordinary schools), were selected through purposeful sampling. Data analyzed by descriptive statistics and inferential statistics (multivariate analysis and Pearson correlation coefficient). Results: The results of this study showed that self-efficacy and social anxiety in self-esteem variables were significantly different between mentally retarded students with and without the experience of ordinary schools. Results showed that the correlation between the variables of self-esteem and self-efficacy and positive relationship between self-efficacy and self-esteem as well as there is a negative relationship with social anxiety. Conclusion: The results of the study showed that mentally retarded students have experience of normal schools of self-esteem and lower self-efficacy as well as higher social anxiety relative to mentally retarded students without normal experience. Therefore, it is necessary to design appropriate educational programs for parents and teachers in order to improve self-esteem, self-efficacy and reduce the social anxiety of students with normal school experience.