The relationship between perceived self-efficacy, social skills and academic achievement among individuals with learning disabilities: A critical literature review (2018-2024)

Abstract

This study is a systematic analytical literature review that examines the relationship between perceived self-efficacy, social skills, and academic achievement among students with learning disabilities. The study employs a Systematic Literature Review methodology, with clearly defined inclusion and exclusion criteria applied to literature published between 2018 and 2024. The theoretical framework addresses perceived self-efficacy within Bandura's social cognitive model, strategies for its enhancement, social skills development, and the effectiveness of comprehensive intervention programmes.

Ten studies (five Arabic-language, five foreign) were selected according to rigorous methodological criteria and subjected to in-depth critical comparative analysis. Findings reveal a moderate-to-strong positive relationship between self-efficacy and both social and academic outcomes. Family support emerged as a key mediating factor, and interactive, cooperative-learning-based programmes demonstrated notable effectiveness. The study recommends designing robust experimental studies, providing specialised teacher training, involving families in intervention programmes, and developing standardised assessment tools suited to the Arab context.