Abstract in English

This research aimed to identify the role of cognitive processes (attention and working memory) in predicting academic skills (mathematics) in children with mild intellectual disability. The research participants consisted of (28) children (18 boys and 10 girls), with an average age of (9.96) years and a standard deviation of (1.43). The descriptive correlational approach was used to test the correlational, predictive, and differentiating relationship of research variables. Research tools included the Academic Skills Scale for Children with Mild Intellectual Disability (prepared by Abdel Aziz Al-Shakhs et al., 2017) and the Cognitive Processes Scale (attention and working memory) for children with disabilities prepared by the researcher. Using correlation coefficients, simple linear regression analysis, and difference testing, the study showed that there were no statistically significant differences in cognitive processes among children with intellectual disabilities based on gender (male-female), nor were there any statistically significant differences in academic skills among children with intellectual disabilities based on gender. Furthermore, no statistically significant differences were found in cognitive processes among children with intellectual disabilities based on age, and no significant differences were observed in academic skills based on age. The study also documented a statistically significant correlation between the independent variable (cognitive processes) and the dependent variable (academic skills), with a value of )0.578(. Cognitive processes positively contributed to the prediction of academic skills by )32.8% (. Additionally, there was a statistically significant correlation between the independent variable (cognitive processes) and the dependent variable (mathematics skills), with a value of )0.689(. Cognitive processes contributed positively by )47.4% (to predicting mathematics skills.