التعاطف مع الراث كمنبئ بالتدفق األكادميي وكفاءة الراث للتعلم االلكرتوني وكفاءة الراث األكادمييت لدى طلبت اجلامعت ذوي اإلعاقت السمعيت.

The study aimed to (1) determine the relationship between the selfcompassion, academic flow, Online learning self-efficacy, and academic selfefficacy (2) identify the differences between male and female students with hearing impairment in the variables of the study (3) determine the direct and indirect effect of self-compassion on academic flow (4) identify the mediating role of the online learning self-efficacy and academic self-efficacy. The study sample included 60 students with hearing impairment at King Khalid University (M=21.65; SD=1.132). A study used a short scale of selfcompassion, by Raes, Pommier, Neff & Gucht (2011), Researcher Arabization, Online Learning Self-Efficacy Scale by Zimmerman & Kulikowich (2016), Researcher Arabization, and Academic Flow Scale and Academic Self Efficiency Scale by the researcher, The results showed (1) there is a significant positive correlation (α≤.05) between the self-compassion, academic-flow, Online learning self-efficacy, and academic self-efficacy, (2) no significant differences between the male and female students in self-compassion, academic flow, Online learning self-efficacy, and academic self-efficacy, (3) the possibility of predicting with the academic-flow, Online Learning selfefficacy, and academic self-efficacy by Self-compassion, and (4) the results of the path analysis showed a significant positive direct effect of self-compassion on the academic-flow and a significant indirect effect of self-compassion on the academic flow through the mediating role of both the Online learning selfefficacy and the academic self-efficacy (α≤.05). [ABSTRACT FROM AUTHOR]