Ms Shareefa Ahmed Al Hazmi, a researcher at the College of Education, Administrative and Technical Sciences at the Arabian Gulf University (AGU), has conducted a study investigating the differences in mental motivation among students with learning difficulties, focusing on various demographic and educational variables. 

The primary aim of the research is to reveal the level of mental motivation in students facing learning challenges, to identify differences in mental motivation between those with learning difficulties and students with underachievement, and to explore variations in mental motivation based on gender.

The sample for this research, submitted in fulfilment of the requirements for a Master’s degree in the Department of Learning Difficulties and Developmental Disabilities, comprised 107 students—32 males and 75 females—who were either experiencing learning difficulties or underachieving in primary schools located in the Jazan region of the Kingdom of Saudi Arabia. Within this sample, 76 students were identified with learning difficulties, including 31 who were classified as underachievers. 

Ms Al Hazmi employed a mental motivation scale she developed, aiming to identify differences favouring students with learning difficulties. The results indicated no statistically significant differences in the dimensions of orientation towards learning, creative problem solving, cognitive integration or in the overall score of the scale. The findings revealed that both the orientation towards learning and creative problem-solving dimensions were rated at an average level, while the mental focus and cognitive integration dimensions were rated high.

Notably, significant differences were found between the mental focus dimension of students with learning difficulties compared to those with underachievement. Additionally, there were statistically significant differences between male and female students regarding the mental focus dimension only, with no differences observed in the other dimensions or in the total score.

During the discussion, Ms Al Hazmi recommended prioritising the development of the mental focus dimension among students with learning difficulties through specialised activities and exercises designed to enhance focus and attention. Furthermore, she proposed the implementation of training programmes for educators of students with learning difficulties to equip them with effective strategies for fostering mental focus in their students.

The research was supervised by Dr Nadia Mohammed Al Tazi, Associate Professor of Cognitive Social Psychology, as the main supervisor. Co-supervision was provided by Prof. Al Ajab Mohammed Al Ajab, a Professor of Educational Technology and Distance Learning. The internal examination was conducted by Prof. Maryam Isa Al Sherawi, a Professor of Special Education, while the external examiner was Dr Sultan Saeed Al Hariri Al Zahrani, Associate Professor of Special Education at the University of Jeddah.