Abstract

The present research aimed to evaluate the level of self-efficacy among students with learning disabilities attending special education centers in Khartoum State, and to determine whether statistically significant differences in self-efficacy exist according to gender, age, and grade level. A descriptive–analytic research design was adopted, and the sample consisted of 180 male and female students with formally identified learning disabilities, selected through random sampling procedures. Data were collected using the Self-Efficacy Scale validated for this population. Statistical analyses were performed using the Statistical Package for the Social Sciences (SPSS), employing one-sample and independent-samples t-tests, Pearson’s correlation coefficient, and one-way ANOVA. Internal consistency reliability was examined using Cronbach’s alpha coefficient and the Spearman–Brown split-half method. The findings revealed that students with learning disabilities exhibit generally low self-efficacy beliefs. Moreover, statistically significant differences emerged between males and females, favoring female students. In contrast, no significant differences were detected in self-efficacy levels based on age or grade level. The research highlights the importance of designing targeted psychoeducational intervention programs aimed at strengthening self-efficacy among students with learning disabilities, with careful consideration of gender-specific discrepancies in self-beliefs when planning such programs.