bahare Rezaie; Sanaz eyni; Mehdi zemestani
Abstract
Learning disabilities include difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic issues and cognitive performance. The present study aimed to determine the relationship between emotional intelligence ...
Read More
Learning disabilities include difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic issues and cognitive performance. The present study aimed to determine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating role. This study was applied in terms of purpose and descriptive correlational in terms of data collection method. The statistical population of this research consisted of all students with learning disabilities in learning disorder centers in Kermanshah city during the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. To collect data, the Rutter Emotional Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982) were used. All analyses were conducted using SPSS27 software and Lisrel 8.8 software. The findings indicated that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities. Additionally, self-efficacy was able to mediate the relationships between the research variables; therefore, emotional intelligence not only has a direct effect but also indirectly influences behavioral-emotional problems through self-efficacy (P < 0.01). Based on the findings of this research, it is recommended that counseling centers and psychological clinics provide necessary training to parents and teachers regarding emotion regulation and control as well as self-efficacy related to emotional intelligence to establish constructive interactions with others for children with learning disabilities.
Hamza Mirzai; Salar Faramarzi; Mojtaba Jahanifar; Amir Masnavi
Abstract
AbstractThe aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test ...
Read More
AbstractThe aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.Keywords: Multimedia Learning Environment Model, Learning Disabilities, Academic Engagement and Academic Incivility. Extended AbstractIntroductionIt is well-established that each year, a substantial number of students encounter difficulties in maintaining the same academic pace as their peers due to inadequate special education. This issue is especially prevalent amongst students with specific learning disabilities, which can seriously impact their ability to process, analyze, and store information efficiently. Specific learning disabilities, which encompass difficulties in areas such as reading and math (dyslexia, dyscalculia), as well as writing (dysgraphia), spelling, auditory and processing, significantly impact a substantial number of individuals. It's noteworthy that the age range of individuals affected by specific learning disorders typically falls between 10 to 15 years. Research in the field of special education encompasses a range of topics, with some researchers focusing on identifying the challenges faced by children with learning disabilities, while other researchers explore plans, interventions, and methods aimed at facilitating and enhancing their learning abilities. The study's objective was to explore the potential of multimedia learning technology and its applications in supporting the learning process of students with specific learning disorders, particularly in the field of mathematics. Through the utilization of this innovative technology, the goal was to identify effective methods for addressing the unique needs of these learners and ultimately contribute to their academic success.This study represents the first attempt in the country to examine the impact of a model based on multimedia educational design principles on academic engagement and norm avoidance in individuals with specific math-related learning disorders (specifically, specific learning disorders related to mathematics). While there has been some research into developing various educational programs aimed at enhancing academic engagement and minimizing academic norm avoidance in students, there has been no study specifically focused on developing a multimedia program in the area of special learning disabilities in math to assess its effectiveness (as a teaching technique). Given these circumstances, the proposed study holds significant potential to positively impact academic engagement and academic norm avoidance for individuals with specific learning disabilities, and it aims to explore the effectiveness of the educational package based on the multimedia learning environment model in enhancing academic engagement and minimizing academic norm avoidance among this group of learners.MethodThe current study was conducted as a pre-test, follow-up test experimental design with a control group. The statistical population consisted of boys' primary schools in district 1 in Isfahan city during the academic year 1401-1402. Students from the third and fourth grades of the schools were selected as participants for further analysis. In experimental research, the recommended sample size for each group is 10 to 15 individuals, although the use of at least 5 participants per group in cases of limited access to clinical samples is acceptable while considering certain factors. For the purpose of selecting participants for the study, a comprehensive evaluation process was employed, encompassing math tests, the Raven's IQ test, an assessment of academic records, and teachers' reports. Consequently, a total of 30 students with math disorders were identified and randomly divided into two groups (experimental and control) consisting of 15 individuals each. Apart from the Norm Avoidance Questionnaire, revised by Clark et al. (2015), the study also incorporated Riveh's Academic Conflict Questionnaire (2013). This multi-item scale, comprised of 13 questions, assesses academic conflict across three dimensions: Cognitive Conflict, Behavioral Conflict, and Agent Conflict. The training package under focus was an educational technique known as the multimedia learning environment model. This model comprised a total of 8 face-to-face sessions, each lasting between 45 to 60 minutes. This model covered three distinct categories of cognitive conflict, behavioral conflict, and agent conflict.FindingsAnalyzing the demographic information of the individuals included in this study reveals that the participants were 30 male elementary school students diagnosed with specific mathematic learning disorders in the third and fourth grades, within the age range of 9 to 10 years. Notably, the average age was recorded to be 9.53 years, with a standard deviation of 0.24. The results of the analysis revealed statistically significant differences within and between the groups for both the academic involvement and academic norm avoidance variables (p<0.001). Furthermore, the significance of the interaction effects indicates a pronounced divergence in the changes observed in academic engagement and academic norm avoidance scores between the control group and the multimedia learning environment group across the testing stages (p<0.001).The analysis of the study results demonstrated that the educational package type had a significant impact on both academic engagement and academic norm avoidance variables at various assessment stages, as substantiated by the significant level less than 0.001 and the corresponding eta square value. The analysis of the effectiveness of the educational multimedia environment model package revealed a statistically significant difference in mean scores for academic engagement (specifically cognitive engagement, behavioral engagement, and agent engagement) and academic norm avoidance (both mild and severe behaviors) from the pre-test to the follow-up stages (P<0.001). Moreover, the data analysis demonstrated a significant decrease in the academic norm avoidance variable (both mild and severe behaviors) from the pre-test phase to the follow-up phase in students with specific disorders. Furthermore, the comparative analysis of the mean scores among the conflict variables (cognitive conflict, behavioral conflict, and agent conflict) revealed no statistically significant differences (P<0.05) between the pre-test and follow-up phases.Discussion and conclusionIn this study, the repeated measures Analysis of Variance (ANOVA), a statistical technique for analyzing repeated measurements within the same group, was utilized to assess the influence of the multimedia learning environment on academic norm avoidance manifested by students with specific math learning disorders. The results of the analysis revealed that there was a significant difference in the average scores obtained between the pre-test, final test, and follow-up phases within the group exposed to the multimedia learning environment (significant level < 0.001). A comparison of average scores across the three stages (pre-test, final exam, and follow-up stages) demonstrated a significant decline in academic norm avoidance scores, as evidenced by the significant level of <0.001 found in the statistical analysis. Despite the existence of significant differences in the pre-test and final exam phases, there was no significant difference observed between the pre-test and follow-up phases of the test scores. Studies suggest that children with specific mathematical learning Disabilities often encounter challenges in processing social information, which can lead to underdeveloped interpersonal skills, increased social rejection, feelings of isolation, and heightened aggression in children with specific mathematical learning Disability.The educational multimedia program incorporates elements such as modeling and providing feedback to promote interactive learning and skill development. To this end, individuals are engaged in group play sessions that simulate real-life scenarios, facilitating practice in handling social challenges. This investigation emphasized the significance of modern technologies in the field of education. The educational multimedia program highlights the utilization of multiple senses and visual examples to support the learning process, allowing students to engage in repeated practice and adapt to individual differences. Given the increase in demand for educational media in teaching methodologies, computers and other educational tools have become increasingly significant. The findings of the present study, in conjunction with previous research, indicate that the use of educational multimedia holds significant potential to positively influence children's behavioral responses in social and academic contexts. This can lead to the formation of healthy relationships and foster an active and dynamic learning environment within the school setting, thereby supporting a more well-rounded individual development. It is crucial to recognize the benefits of educational multimedia while also emphasizing the importance of establishing a correct culture of technology utilization and providing appropriate platforms to ensure effective and efficient application towards children’s academic advancement.In-line with the findings of this study, there was a significant disparity between the mean scores acquired at the pre-test, final examination, and follow-up phases within the multimedia learning environment group. A close analysis of the average scores across the three stages revealed a marked increase in academic involvement from the pre-test to the final examination and follow-up phases. These findings highlight the advantages of modern educational technologies, particularly multimedia, in creating an environment conducive to effective learning. The use of these technologies, with their unique benefits such as increased listening comprehension rates and accurate answers, simplifies the evaluation processes. Furthermore, they contribute to a calm and favorable learning environment, fostering a deeper understanding of concepts. The advantages of educational technologies, particularly multimedia, extend far beyond merely increasing the accuracy of answers. They provide comprehensive learning experiences by eliminating unnecessary cognitive overload and increasing efficiency through the effective integration of text, images, and other visual aids. The integration of new information with prior knowledge not only fosters improved academic performance overall, but also serves to increase academic engagement across a wide range of subjects. Effective academic engagement, as a result, becomes indispensable for the student's academic success. Active participation in academic activities fosters both success and achievement, while passivity in academic pursuits leads to difficulties and failure.
reza tarkhan; Hashemi Zahra
Abstract
The study employed a descriptive-correlational design and aimed to explore the mediating role of positive parenting in the linkage between parental resilience (of caregivers) and the quality of life (of children) in contexts of learning-disability situations. The research involved all elementary school ...
Read More
The study employed a descriptive-correlational design and aimed to explore the mediating role of positive parenting in the linkage between parental resilience (of caregivers) and the quality of life (of children) in contexts of learning-disability situations. The research involved all elementary school learners in the academic year 1996 to 1997 from counseling centers for learning disabilities within the city limits of Tehran, leading to a total of 150 participants which included 70 females and 80 males. The measurement tools employed in this study included the Academic Resilience Questionnaire, developed by Suzuki et al. (2015), the Quality of Life of Children Assessment, developed by Petri, Miss and Velascamp (2009) and the Positive Parenting questionnaire created by Lagar et al. (2006). The results reveal a good fit between the data and the research model. The results indicate that parental resilience has both a direct impact on the prevalence of positive parenting and a direct influence on the quality of life of children with learning disabilities. Through the mediation of positive parenting, the indirect impact of parental resilience on the quality of life of children is also notable. Thus, it is evident that parental resilience exerts diverse influences on the quality of life of children with learning disabilities, both directly and indirectly through positive parenting. The research findings suggest that positive parental perceptions play a crucial role in enabling parents to adopt constructive approaches to dealing with challenges associated with their children. Furthermore, positive perceptions can enhance the ability of parents to engage in positive parenting strategies, such as offering encouragement, accepting personal shortcomings, and reinforcing talents. To enhance the quality of life of children with learning disabilities, educational institutions can play a key role in promoting resilience and positive parenting.
Keywords: Parental Resilience, Positive Parenting, Quality of Life, Learning Disabilities.
Extended Abstract
Introduction
Learning disabilities are common developmental disorders in childhood, characterized by deficits in foundational processes that hamper language comprehension or utilization (Chiarenza, 2021). These difficulties may manifest in various forms, including challenges with listening, thinking, speaking, reading or writing, calculating or spelling (Filippello, Bazaev, Messina, Mafodda & Sorrenti, 2020). For parents, the prospect of a learning disability diagnosis for their child can prove challenging, often leaving them with questions about their child's future and educational prospects. Concerns may arise regarding potential stigma and the labeling of their child as "slow" or being relegated to special education programs (Mansson, Frick, Bråsbeck, Marquand, Williams & Kallerbring, 2015).
Alongside the burden of coping with stress, acquiring sufficient resources, and maintaining high-quality parenting, parents of children with learning disabilities face additional challenges (Beckett, Johnson, Jozinski, 2012; Gavidla, Payne, Denny, Davis, Frankel, and Jackson, 2015; Jones & Passy, 2004). Prior studies have demonstrated that parents of children with learning disabilities encounter higher levels of stress and face greater challenges due to a greater occurrence of negative scenarios compared to parents of typically developing children (Gupta, 2007; Mokhtar, Kyomara, Hesjarjo & Adiyanti, 2018; Suzuki, Kobayashi, Moriyama, Kaja & Anagaki, 2013).
Research Question(s)
As a result, this study aims to investigate the association between parental resilience, positive parenting, and the quality of life in families of children with learning disabilities. It is hypothesized that parenting skills (positive parenting) serve as a mediating factor within the link between parental resilience and their children's quality of life.
Literature Review
Research has indicated that parents of children with learning disabilities, by understanding their parenting abilities, are able to perceive challenges in a more favorable light (Suzuki et al. 2015). Such parents are capable of accepting their child's condition and coming to terms with the implications associated with raising a child with a learning disability (Hastings & Taunt, 2002; Plumb, 2011; Suzuki et al., 2015). Evidence suggests that these processes are connected to enhanced acceptance levels and improved coping techniques among parents (Hastings & Taunt, 2002; Plumb, 2011; Suzuki et al., 2015).
Parenting comprises parents' attitudes and actions in rearing a child (Venuti, Aztark, & Riccadonna, 2014). Numerous studies have shown that positive parenting (e.g., encouraging and praising children) has a positive influence on children's quality of life (Gavidia-Payne et al., 2015; Sangawi, Adams, & Reissland, 2018). Resilient parents respond more positively to challenging situations (Olson & Diefreen, 2003), and parents with higher resilience possess enhanced abilities to manage stress and cope with their children's challenging behaviors (Harrison & Sofronoff, 2002). Such capabilities contribute to improved parenting skills, which subsequently have a positive impact on children's quality of life (Ellis & Nigg, 2009; Pinquart, 2017).
However, research in this domain remains limited, with few empirical studies particularly delving into the aspects of parental resilience amongst families of children with learning disabilities and the influence of positive parenting on their children's quality of life. It is also worthy of noting that the majority of research in this field has predominantly centered on Western cultures, the investigation of the relationship between parental resilience, parenting, and the quality of life of children with learning disabilities in non-Western cultures, such as Iran, has not received commensurate attention.
The current research is noteworthy as studies comparing non-Western and Western cultures have consistently highlighted considerable disparities in parenting practices. Belsky (1984) and Bornstein (2012) emphasized the importance of culture and social context in understanding parenting and parent-child relationships (Belsky, 1984; Bornstein, 2012). Additionally, cross-cultural disparities are evident in relation to how parents perceive challenging situations, as well as how external factors influence resilience and children's quality of life (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O'Flaherty, 2013).
Methodology
This study utilized a correlational research design to examine the relationships between the study variables using structural equation modeling. The statistical population consisted of all families in Tehran with at least one child identified with specific learning disorders during the 2017-2018 academic year by counseling centers in the area due to academic and learning difficulties. The sample size of 150 participants was selected from the population of students with learning disabilities, who were diagnosed based on psychiatric evaluations and intelligence assessments using the Wechsler Intelligence Scale for Children (WISC-IV). In this study, the following instruments were utilized to collect data on the study variables: Parental Resilience, Children’s Quality of Life, and Positive Parenting.
Results
The results of this study are presented in two sections. The first section contains descriptive findings, such as mean, standard deviation, skewness, and kurtosis indices. The second section includes the correlation matrix and the outcomes of structural equation modeling analysis using LISREL software, accompanied by the path diagram. Prior to performing the data analysis, several key assumptions underlying structural equation modeling were examined to ensure that the data met the necessary requirements. These included: assessing missing data, examining the distribution for normality and checking for multicollinearity.
a) Handling missing data: In this study, while all efforts were made to collect complete data from the participants, some missing data were found in the dataset. In order to address this issue, the mean values of the respective variables were used to substitute for the absent data.
b) Dealing with outliers: To identify the presence of outliers in the data, the Explore function in SPSS was used. Upon examining the results, no outliers were observed in any of the study variables, thereby confirming that structural equation modeling analysis could proceed without any issues.
c) Examine normality: To assess the assumption of normality, skewness and kurtosis indices were measured. The results indicated that the distribution of the data adheres to the normality assumption, allowing for the use of structural equation modeling (SEM). Overall, the findings confirmed that all fundamental requirements for structural equation modeling were met, without any barriers to conducting this analysis.
In this study, potential multi-collinearity amongst predictor variables was assessed using the tolerance statistic and the variance inflation factor (VIF). The results revealed that tolerance values for all variables surpassed 0.10, indicating no multi-collinearity issues. Furthermore, the VIF values for all variables remained below 10, further confirming the absence of multi-collinearity. In the next section, the correlation matrix among the examined variables is presented. This correlation matrix serves as a foundation for conducting causal model analyses.
Table 2. Correlation Matrix of Research Variables
Variables
1
2
3
4
5
6
7
8
Material Well-being
1
Communication
**51/0
1
Emotional-Social Well-being
**52/0
**71/0
1
Growth and Development
**79/0
**68/0
**66/0
1
Activity Time
**38/0
**36/0
**46/0
**53/0
1
Positive Parenting
**25/0
**23/0
**34/0
**48/0
**60/0
1
Awareness of Child’s Characteristics
**24/0
**21/0
**37/0
*42/0
**80/0
**70/0
1
Perceived Social Support
**46/0
**36/0
**38/0
**36/0
**32/0
**35/0
**33/0
1
Positive Perception of Parenting
**37/0
**29/0
**28/0
**28/0
**31/0
**27/0
**26/0
**46/0
From the table provided, it is clear that the components of parental resilience exhibit a positive and significant correlation with both positive parenting and the components of quality of life. Additionally, a positive and significant correlation can be observed between positive parenting and adaptation to the components of quality of life.
Table 3. Direct, Indirect, and Total Effects of Model Variables
Path
Direct Effect
Indirect Effect
Total Effect
β
p
β
p
β
p
From Parental Resilience to Positive Parenting
44/0
001/0
---
---
56/0
001/0
From Parental Resilience to Quality of Life
47/0
001/0
---
---
44/0
001/0
From Positive Parenting to Quality of Life
40/0
001/0
20/0
002/0
60/0
002/0
Based on the tested model and the results provided in Table 3, all research hypotheses were confirmed. As indicated in Table 3 and the path coefficients in the diagram, the direct effects of parental resilience on positive parenting and parental resilience on children's quality of life remain positive and significant. Furthermore, the path from positive parenting to quality of life has also been found to be positive and significant.
Additionally, the findings suggest that parental resilience exerts a significant and indirect influence on children's quality of life via positive parenting, as demonstrated by the results presented in Table 3 and the diagram. Overall, the findings indicate that parental resilience exerts both direct and indirect impacts on the quality of life of children with learning disabilities, as mediated through positive parenting behaviors.
Regarding model fit indices:
Chi-square divided by degrees of freedom (X²/df) = 0.58,
Tucker-Lewis Index (TLI) = above 0.45, indicating the model’s ability to deviate from an independent model and approach a saturated model according to defined criteria.
Root Mean Square Error of Approximation (RMSEA) = 0.028.
Goodness-of-Fit Index (GFI), Normed Fit Index (NFI), and Adjusted Goodness-of-Fit Index (AGFI) were **0.92, 0.94, and 0
Discussion
The present study set out to establish the mediating role of positive parenting in the relationship between parental resilience and children's quality of life. Initially, Pearson correlation coefficients were computed to examine the associations among resilience, positive parenting, and quality of life. The results revealed a significant correlation between parental resilience and both positive parenting and quality of life. To further explore the relationship between aspects of resilience and children's quality of life, LISREL software was utilized to examine whether parental resilience influences quality of life directly and indirectly, mediated through positive parenting. Positive parenting, in turn, is associated with increased instances of parental encouragement and praise, which can have a positive impact on children's quality of life (Aran, Shalev, Biran, & Gross-Tsur, 2007; Daiches et al., 2012; Ellis & Nigg, 2009; Raya et al., 2013; Sangawi et al., 2018).
Conclusion (Times New Roman 12 bold)
The results highlight the crucial mediating role of positive parenting in the relationship between parental resilience and children's quality of life, emphasizing the significant influence of parents' positive attitudes toward parenting on their children's well-being. It's important to note that certain limitations were associated with the study. The study had certain limitations, including the lack of representation from all regions of Iran, as it only examined families that brought their children to schools or treatment centers. Additionally, it did not include families that did not enroll their children in these institutions, limiting the generalization of the findings on Iranian parents of children with learning disabilities.
Future researchers are encouraged to delve deeper into the connection between parental stress and a variety of positive parenting facets, with a focus on parenting flexibility. Investigations have demonstrated that flexibly parenting parents tend to be more adept at managing stress and coping with challenges, ultimately resulting in positive outcomes in the family context (Gavidia-Payne et al., 2015; Harper & Brown, 2014; Hess et al., 2002). Furthermore, studies have revealed that positive parenting styles contribute to heightened self-perception and enhanced social aptitude among children (Gavidia-Payne et al., 2015; Harper & Brown, 2014; Hess et al., 2002). It is essential for future research to take parental stress into account as a prominent influencing factor, thereby fostering a more comprehensive comprehension of parental resilience, which facilitates adaptation to difficult situations.
azam Saleh Abadi; Alimohammad Naemi
Abstract
The purpose of this study was to determine the effect of self-compassion training on the hope and irrational beliefs of mothers with learning disabilities in the city of Sabzevar. This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of ...
Read More
The purpose of this study was to determine the effect of self-compassion training on the hope and irrational beliefs of mothers with learning disabilities in the city of Sabzevar. This study was semi-experimentally and the pretest-posttest with a control group was used. The statistical population of the study consisted of all mothers of children with learning disabilities who lived in Sabzevar in between 2018 and 2019. They were selected according to eligibility criteria and assigned to experimental (n = 20) and control (n = 20) groups using random sampling. First, the pre-test using the hopes scale and Irrational Beliefs Life was conducted. Then the experimental group received self-compassion training for 10 sessions of 75 minutes, while the control group received no intervention. At the end of the program, the two groups were given a post-test. The collected data was analyzed using SPSS23 and descriptive statistics methods (mean and standard deviation) and inferential statistics (analysis of covariance) were applied. The results showed that Self-compassion training increases hope and reduce irrational beliefs in mothers with learning disabilities. Therefore, Self-Compassion training is an effective intervention program to help mothers with Learning Disabilities.
najimeh ghorbani; Susan Jabbari
Abstract
The purpose of this study was to effect of theory of mind training on executive function in male students with learning disabilities. Study method was mid experimental with random design divided into two groups, with pre-test and post-test. The statistical population of this research included all male ...
Read More
The purpose of this study was to effect of theory of mind training on executive function in male students with learning disabilities. Study method was mid experimental with random design divided into two groups, with pre-test and post-test. The statistical population of this research included all male students with learning disabilities in Shiraz city. The sample size was 30 male students with learning disabilities and then randomly placed in two experimental and control groups (15 students in each group). The experimental group was trained in 24 sessions of 45 minutes in Solitude. To collet data, neurological guestionnaire of coolidge ( 2002) was used. Data analysis by using covariance analysis showed that mean score of executive function and its subscale (decision making-planning, organization, inhibition) in the experiment group were significantly increased (p<0/001). Based on the results of this study, it can be concluded that since the majority of people with learning disabilities disorder have deficiency in executive functions, theory of mind education can be used as one of the complementary methods of treatment in these individuals
yousef dehghani; sadegh hekmatian; marzyeh pasalari
Abstract
This research was conducted in order to compare academic hope, academic buoyancy and academic engagement in students with learning disabilities and ordinal students. The research method was causal-comparative. The statistical population of the study consisted of all student with learning disabilities ...
Read More
This research was conducted in order to compare academic hope, academic buoyancy and academic engagement in students with learning disabilities and ordinal students. The research method was causal-comparative. The statistical population of the study consisted of all student with learning disabilities and ordinal students of Bousher City in the academic year 2017-2018. One hundred students were selected as the sample by using simple sampling method. To collect the data, academic hope, academic buoyancy and academic engagement scales were used. The data was analyzed using multivariate analysis of variance (MANOVA). The results of analysis of multivariate variance (MANOVA) showed that there is a significant difference between students with and without learning disabilities in the academic hope, academic buoyancy and academic engagement (p <0/001). These results indicate that there is existence of low academic hope, academic buoyancy and academic engagement in student with learning disabilities.In this students procrastination with academic tasks and lack of positive motivation have an effective role in academic failure and consequently the continuation of this disorder. Therefore, is possible to improve educational performance and mental health of these students through training and applying appropriate educational methods. It also provide the way for all-round advancement for students in terms of academic hope, academic buoyancy and academic engagement.
Alimohammad Naemi
Abstract
The aim of the present study was to investigate the effectiveness of positive thinking training on the alexithymia and self- forgiveness of the mothers of children with learning disabilities of Sabzevar in 2017. Semiexperimental pretest-posttest with control-group was used for this study. 34 mothers ...
Read More
The aim of the present study was to investigate the effectiveness of positive thinking training on the alexithymia and self- forgiveness of the mothers of children with learning disabilities of Sabzevar in 2017. Semiexperimental pretest-posttest with control-group was used for this study. 34 mothers of children with learning disabilities 6-12 years old were randomly selected and replaced in two groups. After conducting the pre-test using the Torento alexithymia scale (TAS-20) and self-forgiveness scale of Wohl, Deshea & Wahkinney. The experimental group received positive thinking training during twelve sessions 75 minutes, and then the post-test was conducted. Data were compared using covariance analysis. The results showed that positive thinking training increased the Self-Forgiveness and components (Self-Forgivenessf feelings and actions, Self-Forgiveness beliefs) and decreased alexithymia with components (diffculty in identifying feelings, diffculty in describing feelings, and externally oriented thinking). Accordingly, positive thinking training is an effective intervention program for helping mothers of children with learning disabilities.
akram abbariki; bita shalani
Abstract
Specific learning disability is a neurodevelopmental disorder. Students with this disability, in addition to academic problems, have high levels of socio-emotional problems. The aim of this study was the effectiveness of play with feeling words on reducing alexithymia in students with learning disabilities. ...
Read More
Specific learning disability is a neurodevelopmental disorder. Students with this disability, in addition to academic problems, have high levels of socio-emotional problems. The aim of this study was the effectiveness of play with feeling words on reducing alexithymia in students with learning disabilities. This study is quasi-experimental with pre-post test. The population included all students second to six grade with learning disabilities in Kermanshah that 24 student selected and randomly assigned in two experimental and control groups. The research instrument was Toronto Alexithymia Scale. The experimental group plays feeling words eight sessions 30-minute and twice a week. Covariance analysis indicated that play therapy with feeling words caused reduction in children's alexithymia (P<0/001). Results of this study showed that play therapy with feeling words can be used as a convenient way to help students with learning disorders to reduce their alexithymia. This type of play therapy with symbolic expression of feelings increases ability to express of negative emotions such as anxiety and led to the adaptation.
Niloofar Mikaeili; Masoomeh Esmaeili
Abstract
This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. ...
Read More
This study is aim compared the theory of mind and executive function in students with learning disabilities and normal. The statistical population of this research included all of the students with learning disabilities and normal students in Ardabil were year 91-92 school in Ardabil city school are. The sample consisted of 60 students (30 normal students and 30 students with learning disabilities) who were selected by random sampling. Students with learning disabilities selected and matched with students normal on the basis of age, gender and grade. false belief test, Trail making test, digit span are used for data collection. For the analysis of test data multivariate analysis of variance (MANOVA) was used. The results showed that among students with and without learning disabilities in primary and secondary levels, there were significant differences in theory of mind. (p<0/0001). The results showed that the students with learning disabilities and normal students, there were significant difference in executive functions. (P<0/05). In children with learning disabilities can be said to have a theory of mind skills are impaired. Compared with normal children, children with learning disabilities who have a weak executive functions standardized assessment tools and interventions should be designed according to their.
sdffd dsvgd; sdgsd sdfsdf
Abstract
This research aimed to assess the efficacy of play therapy on student’s aggression and spelling disorder.This research method was quasi-experimental design from pretest-posttest with control group.The research sample was 24 girl and boy students in zone of dual of Tehran province that by ...
Read More
This research aimed to assess the efficacy of play therapy on student’s aggression and spelling disorder.This research method was quasi-experimental design from pretest-posttest with control group.The research sample was 24 girl and boy students in zone of dual of Tehran province that by convenience sampling with considering of entry criteria selected. Participants were randomly allocated into control and experimental groups.Shahim aggression questionnaires and researcher made of spelling test administered among selected sample.Results indicated that play therapy in the post-test step was effective in reduce aggression and improvement spelling disorder in the experimental group.Overall results indicated the importance and effectiveness of play therapy on aggression and spelling disorder. According to the results, can say that use of play therapy as an effective way and without harmful effects in health centers, useful in reducing aggression and improve spelling disorder.