Rafia Khan, and Harish Mittu
Lovely Professional University, Punjab, India
Pages: 219-230
The study sought to assess and gain an understanding of the variation in the spectrum
of academic self-efficacy and academic achievement among students with co-morbid
conditions in relation to gender, age and locale. This cross-sectional study in 10 districts
of Jammu province focused on 11-15 years students from 70 government middle schools.
It explored 10 disorders including Dyslexia, Dysgraphia, Dyscalculia, Dysphasia,
Dyspraxia, Anxiety, Attention Deficit Hyperactivity Disorder (ADHD), Obsessive
Compulsive Disorder, Autism Disorder, and Tic disorder. Out of a total 1,084 middle
school students surveyed, 224 students with co-morbid conditions were identified by
using the self-constructed Identification Battery on Co-morbid Conditions (IBCC).
Additionally, a self-developed Academic Self-Efficacy Scale was administered on
identified 224 students, and their academic achievement was assessed using Term
End Scores obtained from school. The results indicate that government middle school
students with co-morbid conditions demonstrate below-average levels of academic self
efficacy and low academic achievement across gender, age, and locale. The study
emphasizes the importance of specific educational interventions and tailoring
programmes depending on gender, age, and location is critical for meeting the different
needs of these students.