fahimeh rezaeipour; Taghi Jabbareefar; Kazem Barzegarbafrouee
Abstract
The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included ...
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The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included 211 people of students with visual impairment in undergraduate and postgraduate degrees in all universities of the country during the academic year of 1396 - 97. The snowball method was selected. In order to collect the research data, each participant completed the Collins' Attachment Scale (1996), A brief version of the Fear of Negative Evaluation Leary (1983) and Social and Academic Adjustment Subscales of the Student Adaptation to College Questionnaire Baker and Siryk (1984). Data analysis method was multivariate analysis of variance. The results showed that there was a significant difference between students in high and low academic achievement in all research variables (p<0/05). Also, there was a significant difference in anxiety and avoidance of attachment, fear of negative evaluation and social adjustment among students with moderate and lower academic achievement. In high and moderate educational groups, the differences in all variables were significant except for avoiding attachment and academic adjustment. Considering that people with visual impairment have an attachment, fear of negative evaluation and adjustment with more problems than sighted people, on the other hand, in today's advanced world, one of the symptoms of a person's success is his academic achievement, hence attention Social support for students with visual impairment is essential to their academic achievement.
leila farisabadi; masoomeh khosravi; parviz sabahi
Abstract
: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental ...
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: The aim of this research was to study the effectiveness of interpersonal communication skills and social problem solving training on social adjustment and academic achievement of mentally retarded female students of elementary schools in the city of Qom. Method: The method of the research was a quasi-experimental one based on the pre-post-Follow tests with a control group. The method for collecting data wasrandom sampling. In order to select samples, at first 2 schools from the special schools were randomly selected, then 30 students who had necessary criteria, were put in control and experimental groups. The tools used in this research were Wechsler Intelligence Scale for Children-IV, Matson Evaluation of Social Skills with Youngsters (MESSY), Vineland Adaptive Behavior Scales (Revised), and UNISEF program for communication skills and social problem solving training. In order to analyze data, multivariate analysis of variance with repeated measures was used. Results: The results showed significant differences on social adjustment (F=8.46, p<0.05) and academic achievement between the experimental and the control groups (F=13.48, p<0.05). Teaching these skills reduced inappropriate behaviors of educable mentally retarded students and increased their social adjustment in all subscales of Social Adjustment Scale Vineland (communication skills and social skills), it also improved their academic performance. Conclusion: The findings showed considerable impact of improving life skills. Communication skills training and social problem solving can be helpful in improving students’ social adjustment and their academic achievement.
nourali farokhi; mansour herfedoost; esmaeel kheirjo; mojtaba salmabadi; zahra fezolahi
Abstract
The aim of this study was to investigate the mediating role of environmental variables (parent-child relationship), locus of control, and academic performance to explain the depression of the children with ADHD. After screening the fifth grade elementary school students by Conner's teacher rating scale, ...
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The aim of this study was to investigate the mediating role of environmental variables (parent-child relationship), locus of control, and academic performance to explain the depression of the children with ADHD. After screening the fifth grade elementary school students by Conner's teacher rating scale, throughDiagnostic Interview Schedule for Children (according to DSM-IV), 113 children were selected as the clinical group. Behavioral management and parenting stress scales as ADHD symptoms indicators were given to mothers, and academic performance test, parent-child relationship questionnaire,locus of control and depression scale were administrated on the children. Pearson correlation coefficientsindicated positive relationships between depression with inattention dimension.There was also a significant relationship between the three mediating variables with depression and inattention dimension of ADHD. Structural equation modeling indicated the importance of parent-child relationship as a mediator variable for inattention-depression relationship. Academic achievement and locus of control couldn’t beeffective mediators in this model. Results of the current study implied the importance of parent-child relationship in ADHD children's depression. This result should be more considered in counselingwith these children.
Hassan Reza’i Jamalooyi; Abbas Abolqassemi; Mohammad Narimani; Adel Zahed
Volume 2, Issue 8 , February 2012, , Pages 77-98
Abstract
The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The ...
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The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The research sample consists of 160 students (40 with learning disability, 40 with low, 40 with moderate, and 40 others with high academic achievement) selected through multistage cluster random sampling. In order to collect data, reading, writing and math tests, peer acceptance scale and Moreno’S sociomotric test were used. The MANOVA results show that there is a significant difference between students with learning disability and students with low, moderate and high academic achievement in peer acceptance. The results indicate that students with learning disability and the ones with low academic achievement have bigger problems in peer acceptance.The findings of this study have important implications about education and counseling servicesfor exceptional students. Therefore, it is suggested that by teaching social communicative skills to students with learning disabilities, they should be helped to increase their popularity among their classmates to overcome their academic problems.
Hossein Mehrdad
Volume 1, Issue 2 , July 2011, , Pages 119-144
Abstract
Objective: The purpose of the current research is to determine the impact of play therapy on academic achievement of students with mental deficiency of Khorramabad exceptional elementary school. Method: It was a pre-test, post-test study design. 60 students were selected and according to their mental ...
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Objective: The purpose of the current research is to determine the impact of play therapy on academic achievement of students with mental deficiency of Khorramabad exceptional elementary school. Method: It was a pre-test, post-test study design. 60 students were selected and according to their mental deficiency characteristics were assigned to either experimental or control group. Each group consisted of 30 students. The research tool has been a teacher made achievement tool The collected data, were analyzed by co-variance analysis, and independent T-test. Results: The results showed that; 1) The impact of play therapy on academic achievement of students with mental deficiency was meaningful (p<0/001). 2) The impact of group play therapy was more than individual play therapy. 3) The gender of the students didn't have any impact on their academic achievement.