The present study aimed at measuring the effect of a program based on the self- determination theory on improving social / academic Self- concept for Students with Reading Learning Disabilities at Intermediate stage, To achieve this aim, a sample of 38 Middle school students in Medina who were diagnosed as learning disabilities was selected. They were divided into two groups (an experimental of 19 and a control of 19). They sat for the social and academic self – concept scals (developed by the researcher). After the intervention, both tools were administered again, and t-test was used to identify the significance of the difference between the groups. Results showed the following:
There are statistically significant mean differences in the social self – concept between the mean scores of the control and those of the experimental group favoring those of the experimental group.
There are statistically significant mean differences in the academic self – concept between the mean scores of the control and those of the experimental group favoring those of the experimental group.