Social Competence among Children with Mild Intellectual Disabilities in Saudi Arabia: The Role of Self-Confidence and Failure Expectation

Abstract

This study focuses on the examination of the relationship between social competence, self-confidence, and failure expectation among children with mild intellectual disabilities in Saudi Arabia. Recognizing the significance of social competence for this population, and addressing the gap in understanding its predictors, this research investigates the roles of self-confidence and failure expectation in shaping social competence. A correlational research design was employed with a sample of 60 female children with mild intellectual disabilities. Data were collected using measures of social competence, self-confidence, and failure expectation. The findings revealed a significant positive correlation between self-confidence and social competence, and a significant negative correlation between failure expectation and social competence. One-way ANOVA indicated a significant difference in social competence across IQ groups, with higher IQ groups exhibiting greater social competence, but no significant difference across age groups. Linear regression analysis showed that self-confidence was a strong positive predictor of social competence, while failure expectation did not independently predict social competence when self-confidence was considered. The two predictors (self-confidence and failure expectation) explained approximately 67.9% of the variance in social competence. The model overall was significant (F=60.44, P< 0.001).