INVESTIGATING THE RELATIONSHIP AMONG MENTAL RESILIENCE, CULTURE SELF-ESTEEM AND SELF-EFFICACY FOR PEER INTERACTION OF STUDENTS WITH AND WITHOUT MILD SPECIAL EDUCATIONAL NEEDS

This study investigated the relationship between mental resilience, culture free self-esteem and self-efficacy for peer interactions in students with and without mild special educational needs. Results have shown that students with mild special educational needs had scored significantly lower mean values for mental resilience, culture free self-esteem and self-efficacy for peer interactions than their control counterparts did. For the group of students with mild special educational needs the internal factors of mental resilience and their self-efficacy for peer interactions interpreted the external factors of their mental resilience at 52% whereas for the control group it was the mental resilience as an overall score and their general self-esteem that interpreted the self-efficacy for peer interactions at 24%