Structural Model of relationships between Self-Advocacy, Academic Flow, and Mindfulness For University Students with Learning Disabilities

The current study aimed to reveal differences in self-advocacy among university students with learning difficulties according to demographic variables, and to verify the conformity of the structural model of the relationships between self-advocacy, academic flow, and mental alertness for university students with learning difficulties. The number of participants in the basic study was 447 male and female students to verify the hypotheses. The main difference between the study and the credibility of the structural model of the relationships between the variables of the study. The study tools were: a self-advocacy questionnaire for university students with learning difficulties, prepared by Kosine (2006), Arabized and codified by Mustafa Al-Hudaybi and Arafa Hosni Abu Hashish, 2023. The scale of the five factors of mental alertness for university students, prepared by Baer et al., (2006), Arabized by Abdul Raqeeb Ahmed Al-Buhairi et al., 2014, and the questionnaire for university student immersion in academic courses (prepared by the researcher). The results of the study resulted in no differences and a statistically significant difference between the three classification variables. The study group, gender, and academic specialization on the self-advocacy scale for university students with learning difficulties. The results of the path analysis also showed indicators of good conformity with the proposed model, and all of these values are in their ideal range. The results were interpreted in light of the theoretical literature on the variables of the study and related studies, and based on these results and their interpretation, a number of recommendations were formulated.