Matin Farahbakhsh Daghigh; Rezvan Homai; Hamdallah Jayrvand
Abstract
Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with ...
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Abstract
The study aimed to investigate the effect of increasing patience group training on self-efficacy and attitude of mothers with exceptional children. This quasi-experimental study involved a pre-test-post-test design with a control group. The population of the study included all mothers with exceptional children in Mashhad who were registered with the exceptional education department in Khorasan province. Voluntary participation and sample selection using random sampling were utilized. Thirty-two mothers of exceptional children were randomly assigned to experimental and control groups (16 participants per group). The instruments used to measure the study variables were the patience, Domka self-efficacy, and parents' attitudes toward exceptional children questionnaires. A pre-test was conducted on both groups. The experimental group underwent ten sessions of patience training, while no training was provided to the control group. After the training sessions, both groups took the questionnaires again (post-test). Data were analyzed using univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MONCOVA). The results revealed that patience training led to enhanced self-efficacy, reduced hopelessness, improved attitude, increased failure tolerance, and lower levels of shame in mothers with exceptional children. As a result, it is recommended that counselors and psychologists focus on patience training in family education programs and groups of parents of exceptional children.
Keywords: Patience, Self-Efficacy, Attitude, Mothers Of Exceptional Children.
Extended Abstract
Introduction
When an exceptional child is born, the parent's experience of parenting and the process of acceptance will be different. (Azad Yekta, 2021). An exceptional child is defined as a child with mental, physical, social, or emotional disorders that may stop or slow down their growth and development. This could lead to behavioral and emotional issues, and pose challenges for parents (Joe and Associates, 2020, Afsari & Zeinali, 2021). Parents may feel a wide range of emotions, including anger, guilt, and disappointment, in their struggle to adapt to the situation of having an exceptional child. This experience has been linked to mental health issues and marriage problems and often leads to a need for receiving educational and empowerment programs (Rane, 2020; Kargar and Asghari Ebrahim Abad, 2015; Rezapour Mirsaleh and associates, 2020). One of the primary reasons for educating mothers is to shape, change and improve their behavior. Group education has been found to be among the most effective approaches in recent years (Norouzi and Associates, 2019). However, there has been a lack of focus on the importance of patience in regard to factors such as self-efficacy and attitude. The potential benefits of cultural and spiritual practices in improving self-efficacy and changing attitudes towards exceptional children have also not received sufficient attention.
This study aims to investigate the effects of a patient-education group based on cultural and religious teachings to enhance endurance and acceptance of hardships in the mothers of exceptional children. The goal is to examine whether this intervention will improve self-efficacy and attitudes in these mothers or not.
Literature review
The experience of living with an exceptional child can be highly challenging for mothers, who are under tremendous mental pressure to help their children navigate various difficulties and maintain their well-being. In this environment, their attitude towards their children is crucial, as it can greatly impact their ability to manage the various challenges they face and ensure their family's well-being (Jebelli & Khademi, 2019; Rani, 2020). Belief in one's self-efficacy has been identified as an important factor in influencing people's attitudes. Triandis explains that improvements in attitude can lead to increases in self-efficacy (Namazi & Associates, 2020). Along with positive attitudes, self-efficacy can fulfill basic cognitive needs such as a sense of worth, autonomy, and social relations. Moreover, the journey towards building self-efficacy can be a challenging one for exceptional children's parents, with potential ups and downs (Smart, 2016).
The role of self-efficacy in life is well-documented, particularly in the context of providing mothers of exceptional children with the necessary skills and support to navigate the challenges they face. Improving self-efficacy has been identified as a priority for these mothers and makes it urgent to develop interventions to address this need. Patience, as outlined by Currier and associates (2015), is central in allowing individuals to find meaning and purpose in times of difficulty. This can provide a valuable framework for understanding the role of self-efficacy in supporting mothers of exceptional children to navigate challenges and find a sense of purpose in their roles.
Patience can be defined as an individual's capability to delay a desired outcome without experiencing negative emotions or reactions towards the present situation (Roberts & Fishbach, 2020). Patience, from a psychological perspective, refers to one's ability to effectively manage internal and external pressures. This can involve learning to respond to challenging situations in a way that reduces stress levels and promotes a sense of emotional security. Psychologists identify three main components in the development and maintenance of patience: emotional, cognitive, and behavioral. These components relate to an individual's ability to tolerate uncertainty, regulate their emotions and beliefs, and modify their behaviors accordingly (Ghebari Bonab & Associates, 2017). Overall, patience
Methodology
This research study examines the impact of patience education on the self-efficacy and attitudes of mothers with children with special needs. The study utilizes a quasi-experimental design, with a randomized control group consisting of two groups of moms: the examination group that received 10 training sessions on patience and the witness group that did not receive any training. The study collected data from 32 moms via pre-testing and post-testing, using questionnaires focused on patience, self-efficacy, and parental attitudes towards exceptional children. This is an important area of research as there is a need to identify and implement effective methods to improve the well-being of mothers with children with special needs.
Introduction to intervention program
Based on this information, it appears that the 10-session training program focused on building patience through a variety of strategies, including:
Learning to use software to facilitate the process
Understanding pain conservation and acceptance
Developing a new perspective on life events
Acquiring an understanding of the process of grief
Recognizing the blessings bestowed by God
Learning to not put oneself in pain while raising exceptional children
Finding inspiration by studying the story of Moses and Khizr
Distincting between tolerance and patience
Improving anger management skills
Developing a sense of positivity
Understanding the different types of angry people and managing anger
Developing existential capacity and assumptions
Identifying ways to develop patience, including changing attitudes towards life and recognizing that patience is a learnable skill
Studying holy verses on patience and its consequences, and engaging in Q&A.
Overall, the program aimed to promote patience among mothers of exceptional children through a combination of educational, spiritual and emotional tools.
Results
The research data was analyzed using single and multi-factor analysis of covariance, and the results indicate that the training of patience can have a positive effect on self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children.
Table 1. results of comparing two groups in self-efficacy and patience.
factor
Source for change
Sum of squares
Degree od freedom
Average sum of squares
F
P
Effect size
Self-effocacy
Pre-test
84/94
1
84/94
10/1
30/0
03/0
group
17/692
1
7/692
08/8
008/0
21/0
error
34/2483
29
63/85
total
81689
32
Pre-test
75/360
1
75/360
96/5
02/0
17/0
Patience
group
05/684
1
05/687
35/11
002/0
28/0
error
93/1754
29
51/60
total
256823
32
Based on the table provided, it is clear that there is a significant difference between the examination group, which received the training of patience, and the witness group, which did not receive training, in terms of self-efficacy and patience. Specifically, the examination group demonstrated higher self-efficacy and patience in the post-test phase compared to the pre-test phase, indicating that the training of patience has been effective in improving these outcomes. These findings suggest that the training of patience may be an effective intervention strategy to enhance the well-being of mothers of exceptional children.
Discussion
From the findings of this study, it is evident that training in patience can positively influence the self-efficacy, change of attitude, failure, disappointment, shame, and patience of mothers of exceptional children. Patience is an innate human trait that enables individuals to develop the ability to handle life pressures with resilience. The ability to defer one's own interests with the hope of attaining knowledge or a desirable outcome in the future is critical for personal growth and well-being. By improving their patience skills, mothers of exceptional children may be better equipped to handle the challenges of raising children with special needs.
Conclusion
The study showed significant differences in the self-efficacy, change of attitude, failure, disappointment, shame, and patience levels of mothers of children with exceptional needs between the examination and witness groups. As a result, it is recommended that counselors and psychologists consider incorporating patient training in the family education and group programs of mothers of children with exceptional needs to enhance their well-being.
Acknowledgements
We extend our gratitude to the mothers who participated in the study and provided valuable insights into the effect of patient training on their well-being. Their participation was crucial in helping us gather important data and make meaningful contributions to the field. We hope that this research can contribute to developing more effective interventions to support the needs of mothers of exceptional children.
Bahareh Ajdarbin; Khadijeh Abolmaali alhosseini; Reza Ghorban Jahromi; Friborze Dortaj
Abstract
Abstract
The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the ...
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Abstract
The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.
Extended Abstract
Introduction
Teenagers who are in a class of gifted people are those who are at a higher level of intellectual ability and mental capacity than other people of the same age. Talented individuals are those who exhibit high performance in areas of intelligence, leadership capacity, creativity, and academia (Ezdemir et al., 2021). Self-defeating behavior refers to a situation in which a person may be trying to achieve a goal but chooses approaches that tend to lead to negative outcomes and prevent them from reaching their goal or make it more difficult (Baumeister and Sker, 1988).
In general, the findings of studies suggest that academic self-defeating behaviors are influenced by individual motivations and resulting emotions, and these motivations can predict such behaviors to a significant extent (Ranjabr et al., 2017).
According to Cox and Klinger (2002), goals and modes of achievement may be contingent upon an individual's motivation structure, which can be either adaptive or inappropriate.
Problem-solving can be another contributing factor in self-harm behaviors. This cognitive process involves the search for appropriate solutions to problems, as outlined by Van Gogh et al. (2020). Since motivation affects the way individuals approach goal-oriented activities, fostering and improving problem-solving skills may help to reduce the likelihood of academic self-defeating behaviors.
Literature Review
It has been discovered that few studies have been conducted on self-defeating behaviors in the educational context, as well as the factors affecting these behaviors, and this absence is considered a significant gap in the education system. Therefore, it is crucial to conduct more research in this area to identify and resolve these factors. Based on this, upon reviewing the literature and background, it is anticipated that motivational structure and problem-solving strategies are two key variables that can impact self-defeating behaviors, and subsequently, reduce academic difficulties caused by such behaviors. The motivational structure is highly relevant to goal-oriented activities, hence, by improving and promoting problem-solving skills among learners, it is anticipated that these behaviors can be prevented or reduced. Accordingly, the present study seeks to examine whether problem-solving strategies can act as mediators in the relationship between motivational structures and academic self-defeating behaviors among gifted students.
A study by Qanadi Khojeste and Guderzi (2012) determined that the teaching of problem-solving skills positively impacts students' motivation to progress. Another study by Radmanesh et al. (2016) investigated the impact of mastery and avoidance performance goal orientation on academic procrastination. It was found that mastery goal orientation had a positive effect on positive academic motivation, whereas avoidance performance goal orientation had a negative impact on negative academic motivation. Additionally, avoidance performance goal orientation positively impacted academic procrastination.
According to studies conducted by Lubin-Glab et al. (2019) and Qanadi Khojeste and Guderzi (2018), academic motivation is inversely related to academic procrastination. It was also discovered that teaching problem-solving skills has a positive impact on students' motivation to progress.
Methodology
A descriptive correlation research approach is adopted in this study, and the statistical population consists of male and female secondary school students in their second year of studies residing in Tehran. The sampling was performed through a single stage. The total number of talented students in Tehran during 1399-1400 was 5700, and these were used as the sample for this study.
A smple size of, 9 people were considered to estimate the sample size for each parameter, and the total sample size was estimated to be 657 people, which was overestimated to 700 people.
After accounting for incomplete questionnaires, data analysis was conducted on a total of 674 surveys. To analyze the data, descriptive statistical metrics such as mean, standard deviation, and Pearson correlation were employed in the form of SPSS and Amos software version 24 during the inferential statistics phase. A significance level of 0.05 was used as the threshold for materiality.
Results
Based on the results of the study, a significant negative correlation was found between self-defeating behaviors, adaptive motivational structure, and problem-solving styles. Additionally, a significant positive relationship was found between academic self-defeating behaviors, tendency/avoidance style, and personal control of problem-solving at a significance level of 0.01.
The indirect effect of the adaptive motivational structure of academic self-defeating behaviors (0.15) and the indirect effect of non-adaptive motivational structure on academic self-defeating behaviors (0.11) was significant at the 0.001 level. Evaluation of indirect effects using the bootstrap method showed that the indirect effects of motivational structures on academic self-defeating behaviors -considering that the upper and lower limits do not include zero- are mediated problem-solving strategies; Therefore, the indirect relationship of motivational structures on academic self-defeating behaviors through problem-solving strategies are significant.
Conclusion
This study aimed to investigate the mediating role of problem-solving strategies between motivational structures and academic self-defeating behaviors. According to the results of the present study, a significant negative correlation was detected between academic self-defeating behaviors and problem-solving style and confidence in solving problems. Also this study found a significant positive correlation between academic self-defeating behaviors and tendency/avoidance style and personal control of problem-solvin.
Therefore, the study results suggest that students' motivational structures can affect academic self-defeating behaviors via their influence on problem-solving strategies.
Keywords: Gifted Students, Problem-Solving Skills, Motivational Structure, Academic Self-Defeating Behavior.