The Impact of Ostracism on Self-efficacy and Correlation between Ostracism and Self-efficacy among Slow Learners

Ostracism, defined as experiences of social exclusion or being ignored by others, poses a significant psychological risk to students, particularly those who are academically vulnerable. Slow learners often encounter both learning difficulties and social challenges, which may adversely affect their confidence and motivation. Self-efficacy, referring to an individual’s belief in their ability to perform tasks successfully, is a key factor influencing academic engagement and persistence. The present study examined the impact of ostracism on self-efficacy among slow learners. A quantitative correlational research design was adopted. The sample consisted of 600 slow learners aged 10 to 18 years, selected from schools in the Ramanathapuram locality using a convenient sampling method. Data were collected using the Ostracism Experience Scale for Adolescents and the General Self-Efficacy Scale. Statistical analyses revealed a significant negative relationship between ostracism and self-efficacy, indicating that higher levels of ostracism were associated with lower self-efficacy. The findings emphasize the need for inclusive educational environments and targeted psychological interventions for slow learners.