Structural and divergent validity of the self-stigmatization scale among a sample of families of children with special needs in the Sultanate of Oman

  • Mahmoud Ali Moussa Associate Professor of Educational psychology, College of Education, Suez Canal University, EGYPT,
  • Mohammed Khamis ALharbi Director of Deaf Al-Amal School, Oman,
  • shereen abdelgawad ahmed educational


      The study to determine the factor structure of the self-stigmatization scale among parents of families with children with special needs, in addition to identifying the divergent honesty of the self-stigma scale among parents of families with children with special needs with indicators of happiness and self-satisfaction. The study relied on the descriptive analytical approach to study the structural honesty of the self-stigma scale on a sample of parents of children with special needs amounting to 96 parents who frequented the request for service for their children with special needs. The study used two tools for measurement, namely the self-stigma scale and the Oxford measurement of happiness short image The study found that the factorial structure of the scale with two factors, one of which refers to the internal stigma, and external stigma perceived from the surrounding environment, as it became clear from the results that self-stigma is statistically significant in its relationship to life satisfaction, and this may indicate the integration of the sample in indicators of support for the ideas of others in society and compliance with the content of those ideas, and thinking according to those processes despite the lack of Accept them, and even adopt cognitive beliefs to act on shame, busyness and mental wandering to withdraw from social activities for the sake of the general appearance.


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How to Cite
Moussa, M., ALharbi, M., & ahmed, shereen. (2024). Structural and divergent validity of the self-stigmatization scale among a sample of families of children with special needs in the Sultanate of Oman. International Journal of Research in Educational Sciences., 7(2), 261 - 292. Retrieved from