bahare Rezaie; Sanaz eyni; Mehdi zemestani
Abstract
Abstract
Learning disabilities involve difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic performance and cognitive functioning. The present study aimed to examine the relationship between ...
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Abstract
Learning disabilities involve difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic performance and cognitive functioning. The present study aimed to examine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating factor. This study was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population consisted of all students with learning disabilities attending learning disorder centers in Kermanshah during the 2023-2024 academic year, with a total of 282 participants selected through purposive sampling. Data were collected using the Rutter Emotional-Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982). All analyses were conducted using SPSS 27 and LISREL 8.8 software. The findings revealed that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities, with self-efficacy mediating the relationship between the variables. This indicates that emotional intelligence not only has a direct effect but also an indirect effect on behavioral-emotional problems through self-efficacy (p < 0.01). Based on these findings, it is recommended that counseling centers and psychological clinics provide training for parents and teachers on emotion regulation, emotional control, and self-efficacy strategies related to emotional intelligence to foster constructive interactions with children who have learning disabilities.
Keywords: emotional behavioral problems, emotional intelligence, self-efficacy, learning disabilities
Extended Abstract
Introduction
Learning disabilities encompass difficulties in areas such as reading, writing, listening, solving mathematical problems, and understanding or using spoken language (Donalto et al., 2022). Children with learning disabilities commonly face emotional and behavioral problems, which are defined as emotional and behavioral responses that deviate from cultural, age-related, and ethnic norms (Laganière et al., 2022).
A significant contributing factor to behavioral problems in students with learning disabilities is deficits in emotional intelligence (Kousha et al., 2021). Emotional intelligence encompasses the ability to understand, process, and utilize emotions to effectively navigate life situations. This includes the capacity to employ both one's own emotions and those of others to achieve optimal outcomes with maximal satisfaction (Zhi et al., 2023). Students with well-developed emotional intelligence demonstrate greater responsibility, enhanced interpersonal skills, and stronger self-confidence, which are associated with fewer behavioral problems and improved academic performance (Kousha et al., 2021).
Students with learning disabilities frequently demonstrate diminished self-efficacy, stemming from lowered self-esteem and reduced confidence in their capabilities (Nourizadeh, 2022). This impaired self-efficacy negatively impacts their capacity to manage challenges, consequently intensifying their difficulties. Self-efficacy represents an individual's conviction in their ability to organize and implement necessary actions to accomplish specific tasks successfully. As a fundamental psychological construct, it significantly influences cognitive processes, emotional responses, motivational levels, and behavioral patterns (Rahardjo et al., 2023).
Research Question
While previous studies have explored various aspects of learning disabilities, no comprehensive investigation has systematically examined the underlying factors contributing to emotional and behavioral problems in this student population. This represents a significant gap in the current literature. Consequently, the present study seeks to address this gap by investigating the mediating role of self-efficacy in the relationship between emotional intelligence and emotional-behavioral problems among students with learning disabilities.
Literature Review
Empirical research demonstrates that diminished emotional intelligence in students with learning disabilities correlates with increased behavioral problems (Aghdasi & Shekrollahpour, 2023). A growing body of evidence substantiates the predictive relationship between emotional intelligence and behavioral difficulties in this population, as demonstrated by multiple studies (Bashari Ghomi et al., 2024; Al-Olaywi, 2021; Dalash & Zubeidat, 2023). Due to recurrent academic setbacks, these students frequently experience both behavioral and motivational challenges. Notably, one of the most profound consequences of persistent academic struggles is the erosion of self-efficacy beliefs (Cumming et al., 2021).
The research findings consistently underscore the pivotal role of self-efficacy in influencing emotional and behavioral outcomes among students with learning disorders (Nourizadeh, 2022; Cumming et al., 2021). Supporting this evidence, Ab-Halim et al. (2019) demonstrated that enhanced self-efficacy in students with special needs is associated with the adoption of more adaptive coping strategies and measurable improvements in overall performance.
Methodology
This applied research study adopted a descriptive-correlational design. The target population comprised all students with diagnosed learning disabilities attending specialized learning disorder centers in Kermanshah during the 2023-2024 academic year. Using a purposive sampling technique, we selected 282 participants who met the study criteria. Data collection employed three validated instruments: (1) the Rutter Emotional Behavioral Problems Questionnaire (1975), (2) the Bar-On Emotional Intelligence Questionnaire (2005), and (3) the Sherer and Maddux Self-Efficacy Scale (1982). We conducted statistical analyses using SPSS 24 and LISREL 8.8, applying Pearson correlation coefficients, Sobel test for mediation effects, and the Variance Accounted For (VAF) index. All analyses maintained a significance threshold of p < 0.05.
Results
The study included 282 students with diagnosed learning disabilities (mean age = 9.65 ± 2.78 years; range: 7-12 years). The sample comprised 60.6% males (n = 171) and 39.4% females (n = 111). Table 1 presents the correlation matrix of all study variables.
Table 1. Correlation matrix of research variables
Variables
Emotional Behavioral Problems
Emotional Intelligence
Self-efficacy
Emotional Behavioral Problems
1
Emotional Intelligence
-0.40**
1
Self-efficacy
-0.45**
0.51**
1
P**<0.01 p*<0.05
According to the results presented in Table 2, there is a significant negative correlation between emotional-behavioral problems and both emotional intelligence and self-efficacy (r = -0.45, p < 0.01) at the 99% confidence level.
Table 2. Direct effects and indirect effects
Variables
Path Coefficients
T-Value
Standard Error
Significance
Emotional Intelligence
Emotional Behavioral Problems
-0.24
-3.88
0.078
P<0.01
Emotional Intelligence
self-efficacy
0.50
9.87
0.022
P<0.01
self-efficacy
Emotional Behavioral Problems
-0.33
-4.37
0.039
P<0.01
Indirect Effects
T-Sobel
Standard Path Coeficient
VAF Statistics
Significance
Emotional Intelligence
self-efficacy
Emotional Behavioral Problems
9.733
0.165
0.407
P<0.01
Table 4 demonstrates statistically significant path coefficients (p < 0.01) for all direct effects between study variables. The significant t-value for the indirect path confirms that emotional intelligence affects emotional-behavioral problems through both direct and indirect (mediated by self-efficacy) pathways. The Variance Accounted For (VAF) analysis revealed that self-efficacy mediates 40.7% of the total effect of emotional intelligence on emotional-behavioral problems, indicating substantial partial mediation.
Discussion
This study investigated the relationship between emotional-behavioral problems and emotional intelligence, with particular emphasis on self-efficacy's mediating role. Our results demonstrate that emotional intelligence exerts both direct and indirect effects (through self-efficacy) on emotional-behavioral problems among students with learning disabilities. These findings partially align with previous research by Cumming et al. (2021) and Ab-Halim et al. (2019).
The observed mediation effect can be understood through the lens of emotional competence. Individuals with higher emotional intelligence demonstrate superior capacity for emotion understanding and regulation, facilitating environmental adaptation and social comprehension. Specifically, effective emotion regulation encompasses: (1) strategic engagement with or disengagement from emotional states, (2) continuous emotional monitoring and reflection, and (3) cognitive reappraisal of situational contexts. These regulatory processes share conceptual overlap with core self-efficacy attributes, particularly the capacity to manage unforeseen challenges and cultivate adaptive responses (Morton et al., 2014).
Students with learning disabilities frequently experience significant challenges in establishing and maintaining positive peer relationships, often demonstrating maladaptive behaviors in social contexts (Ab-Halim et al., 2019). This pattern commonly results in peer rejection, which subsequently undermines emotional intelligence competencies—particularly self-awareness, self-regulation, and social awareness. When combined with low self-efficacy, these students tend to: (1) perceive minor challenges as insurmountable obstacles, (2) interpret routine difficulties as threatening situations, (3) catastrophize problems, and (4) engage in excessive worry about improbable negative outcomes. Such cognitive distortions typically lead to heightened anxiety and impaired academic and social functioning (Bishara & Kaplan, 2022).
Conclusion
Based on the findings, it is recommended that caregivers, parents, and educators adopt targeted motivational strategies to strengthen self-efficacy in students with learning disabilities. Integrating such interventions into family education programs, teacher training workshops, and student skill-building sessions can enhance awareness of how parent-child and teacher-child interactions contribute to behavioral challenges. This holistic approach will empower stakeholders to implement more effective, coordinated efforts to reduce behavioral difficulties and promote adaptive functioning in this vulnerable population.
Mohammad Hadi Safi; Hassan Maldar Hassanabadi; Yasser Rezapour Mirsaleh; hamid khakbaz
Abstract
Abstract
Disability is a global phenomenon that has existed and continues to exist in all eras and societies. The aim of this research was to examine the mediating role of achievement motivation in the relationship between optimism, resilience, and self-efficacy among individuals with physical-mobility ...
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Abstract
Disability is a global phenomenon that has existed and continues to exist in all eras and societies. The aim of this research was to examine the mediating role of achievement motivation in the relationship between optimism, resilience, and self-efficacy among individuals with physical-mobility disabilities in the city of Mashhad. The statistical population of this study included all individuals with physical-mobility disabilities in Mashhad, from whom a sample of 218 was randomly selected. Data were collected using the Helms and Spencer (1977) Achievement Motivation Scale, Schwartz's (1999) Self-Efficacy Scale, Scheier and Carver's (1985) Optimism Scale, and Connor and Davidson's (2003) Resiliency Scale. Data analysis was conducted using Pearson correlation and structural equation modeling (path analysis) methods. According to the results, resilience and optimism had a direct relationship with self-efficacy and achievement motivation. The mediating role of achievement motivation in the relationship between resilience, self-efficacy, and optimism with self-efficacy was confirmed. The results of the present study showed that resilience and optimism had a direct relationship with self-efficacy and motivation to progress, and the mediating role of motivation to progress in the relationship between resilience and self-efficacy and optimism and self-efficacy was confirmed. Also, optimism and resilience had a positive and significant effect on motivation to progress and self-efficacy.
Keywords: Achievement Motivation, Optimism, Resiliency, Self-efficacy, Disability.
Extended Abstract
Introduction
Indeed, physical impairments in individuals with physical-mobility disabilities often lead to negative self-images and diminished efficiency, adversely affecting their overall performance. This, in turn, can result in elevated levels of loneliness and heightened susceptibility to mental health issues. Henceforth, it is imperative to maintain the health and stable functioning of these individuals as self-efficacy, or confidence in one's own abilities, plays a vital role in improving the health status and overall performance of individuals with physical-mobility disabilities. Self-efficacy in individuals with physical-mobility disabilities can elevate their self-confidence and willingness to engage in specific behaviors, ultimately enabling the achievement of goals and improved performance. Optimism, as a significant determinant of self-efficacy, bolsters resilience in response to challenging, traumatic situations. By fostering positive adaptive and coping responses, optimism equips individuals to overcome obstacles and maintain a resilient outlook in the face of difficulties.
Optimism and self-efficacy are fundamentally related to enhanced adaptability, well-being, psychological health, and heightened resilience. Resilience constitutes a structured mechanism that holds substantial relevance for the fulfillment of the needs of individuals with physical-mobility disabilities. A group of interconnected factors profoundly influences the motivation of individuals with physical-mobility disabilities, among which optimism occupies a crucial position. Complementarily, cultivating and reinforcing the motivation to advance enables the generation of energy and the appropriate orientation of the behavior, interests, and requirements of individuals with physical-mobility disabilities towards purposeful and targeted objectives. Essentially, motivation to progress exerts a direct impact on the self-efficacy of individuals with physical-mobility disabilities.
It is conceivable that individuals with disabilities might perceive themselves as comparatively weaker and less capable relative to individuals without disabilities. Consequently, as they advance and partake in competitive circumstances to achieve their goals, they may gain increased motivation and receiving rewards due to success may serve as an impetus to further boost progress. The achievement of correct answers can subsequently enhance self-efficacy in patients with physical-mobility disabilities, thereby motivating them to provide more accurate responses, which, in turn, can positively influence their self-confidence. In light of this, it becomes apparent that there exists a dynamic interplay among motivation for progress, resilience, optimism, and self-efficacy. Given the pivotal role of motivation for progress and self-efficacy in the psychological aspects of individuals with physical-mobility disabilities, the present research is underscored as a crucial gap-filling study.
Research Question
The query being addressed in this research pertains to whether achievement motivation to progress serves as a mediating factor in the connection between optimism and resilience, as well as self-efficacy, among individuals with physical-mobility disabilities.
Literature Review
The outcomes of Kariminejad et al' (2018) study illustrate that self-efficacy training heightened self-esteem ratings and stimulated advancement within the disabled female cohort in the aftermath. Similarly, findings from King et al.'s (2020) investigation indicate that individuals with disabilities experience disproportionately elevated levels of loneliness owing to diminished self-efficacy, which concurrently exacerbates difficulty in forging and preserving social connections. Hamedi Nasab and Asgari (2020) research has also demonstrated that academic self-efficacy and students' motivation to progress exhibit higher-than-average and statistically significant levels. Additionally, scientific optimism has been found to exert an indirect impact on academic progress motivation via academic self-efficacy. Studies by Miranda and Cruz (2020) have illuminated that optimism exerts indirect effects on three facets of mental well-being through resilience. In parallel, research findings by Khademi and Kadkhodaie (2015) corroborate that learned optimism has a substantial impact on enhancing motivation for academic progress.
Methodology
This study unfolded by harnessing correlation-structural equation modeling. The target population comprised all individuals in Mashhad grappling with physical-mobility disabilities, and a sample of 218 participants was randomly drawn. Data were gathered through administration of the Helms & Spencer (1977) Achievement Motivation Scale, Schwartz (1999) Self-Efficacy Scale, Scheier & Carver (1985) Optimism Scale, and Connor & Davidson (2003) Resiliency Scale. Following the gathering of questionnaires, the study utilized AMOS-24 and SPSS-24 software for data analysis. Subsequently, data analysis was performed via Pearson correlation and structural equation modeling (path analysis) techniques.
Results
In summary, the outcome of the Bootstrapping test and the Sobel test in this study has indicated that the indirect effects of resilience and optimism, on self-efficacy, through motivation to progress, are significant at a confidence level of 0.99. This outcome substantiates the notion that motivation to progress plays a mediating role in the relationship between resilience and self-efficacy as well as between optimism and self-efficacy. Furthermore, the study findings substantiated that both resilience and optimism demonstrate a positive and statistically significant influence on both motivation for progress and self-efficacy. Moreover, the results revealed that motivation to progress exerts a positive and statistically significant impact on self-efficacy.
Figure 1: Mediation Model of Achievement Motivation in the Relationship between Optimism and Resiliency with Self-Efficacy in Individuals with Physical-Mobility Disabilities
Discussion
The purpose of the research was to investigate the mediatory role of motivation to progress in the relationship between optimism and resilience with self-efficacy among individuals with physical-mobility disabilities. Notably, the results of the study indicated that resilience and optimism have a positive and statistically significant impact on self-efficacy, with motivation for progress serving as the intermediary factor. This observation can be explained by asserting that individuals with physical-mobility disabilities, who display optimistic stances towards circumstances and anticipate favorable outcomes in the face of adverse events, tend to remain unperturbed and adaptable in the face of their condition, eschewing avoidance and instead viewing obstacles as potential gateways to success. Rather than perceiving limitations as hindrances, they endeavor to transform them into opportunities, viewing challenges as catalysts for triumph.
It appears that when individuals with physical-mobility disabilities possess the ability to adapt or effectively cope with their challenging circumstances, rather than disengaging, they confront the situation directly and, by bolstering their resilience, they discover greater motivation to reach goals and attain success. Consequently, they experience increased motivation in their progress and heightened optimism. These factors empower them to persist in difficult scenarios and employ more efficient strategies, ultimately resulting in enhanced performance. Indeed, resilience and optimism can play a pivotal role in making individuals with physical-mobility disabilities more hopeful in the face of challenges and problems, thereby fostering an increased motivation to progress and facilitating the selection of superior solutions. This heightened self-efficacy, in turn, reinforces the motivation and capacity of these individuals to confront obstacles and achieve their objectives, especially when confronted with constraints related to their disability or difficulties stemming from living with a disability.
Conclusion
The results of the study revealed that resilience and optimism, with progress motivation as the mediating factor, significantly and positively influence self-efficacy among individuals with physical-mobility disabilities. Specifically, resilience and optimism can directly and indirectly contribute to an enhancement in self-efficacy in such individuals, subsequently impacting their motivation to progress in a positive manner. Disabled individuals with heightened resilience exhibit greater prowess in managing stress and challenges, effectively utilizing their abilities and functional capacities. Individuals with a higher self-assuredness in their capabilities and competencies generally manifest increased optimism in the face of diverse challenges, refraining from succumbing to disappointment despite encountering disability and adversity. In essence, they are likely to experience augmented motivation to progress. The boost in motivation to progress, paired with enhanced resilience and optimism, also contributes to heightened self-efficacy among individuals with physical-mobility impairments. Hence, it is crucial to prioritize the optimism and resilience of these individuals since it can have a positive influence on their progress motivation and self-efficacy.
Elham Mohammadi Bolban Abad; Mehdi Ghodrati; Amin Faraji
Abstract
Few studies have investigated how positive psychology can be applied for parents of children with intellectual disabilities. The purpose of this study was to investigate the effect of positive psychological intervention on self-efficacy, resilience and life expectancy mothers of children with intellectual ...
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Few studies have investigated how positive psychology can be applied for parents of children with intellectual disabilities. The purpose of this study was to investigate the effect of positive psychological intervention on self-efficacy, resilience and life expectancy mothers of children with intellectual disabilities. The semi-experimental research method was a pre-test-post-test design and follow-up with a control group. A sample of 20 mothers of children with intellectual disabilities were selected in a purposeful way and assigned to two experimental and control groups (10 people each group). The required information was collected through three questionnaires: Sherer General self-efficacy, Hope Schneider et al., and Connor and Davidson's resilience questionnaire. Participants were evaluated before the intervention, then positive psychological intervention was implemented for the experimental group in 6 sessions, and re-evaluated in the post-test and follow-up stage. The data were analyzed by repeated measures analysis of variance. The Results showed that positive psychological intervention improved self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities. Therefore, it is suggested to use this intervention to improve self-efficacy, resilience and life expectancy in mothers of children with intellectual disabilities.
Najme Ebrahimzade; Seyyed Mohsen Asgharinekah; Sakineh Soltani Kouhbanani
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.
naser yoosefi; bantolHoda karimipoor
Abstract
The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental ...
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The present study aimed to investigate the effectiveness of Mindfulness-Based Stress Reduction Program (MBSR) on the self-efficacy and frustration tolerance in parents of physical-motor disabled children. The research had a quasi-experimental method with pre-test and post-test, and a follow-up for experimental and control groups. The statistical population consisted of parents of physical-motor disabled children with records in the Welfare Organization of Pol-e Dokhtar County in 2017. Samples were selected using the convenience sampling method and randomly put into two 16-subject groups namely the experimental and control groups. Training the Mindfulness-Based Stress Reduction Program (MBSR) was presented to the experimental group in 8 two-hour sessions per week, but the control group did not receive any training. Both groups were assessed by Dumka's Parenting Self Efficacy Measure (PSAM) and Harrington's Frustration Discomfort Scale (FDS) a week before the first session, a week after the last session, and 30 days later. The results of repeated measures multivariate analysis of variance (RM-MANOVA) indicated that the training program had an effect on the improvement of parenting self-efficacy and frustration tolerance; and the experimental group had a mean higher than the control group at the post-test and follow-up stages (P<0.0001). Findings of the present study provided a clear perspective on the use of new mindfulness treatment in reducing psychological problems and presented a desirable basis for implementing this training program and method in the prevention and investigation of interpersonal problems.
Soghra Taheri; Azam Moradi; Sahar Pazouhesh
Volume 3, Issue 9 , April 2013, , Pages 145-170
Abstract
The purpose of this study is to determine the share of self-efficacy, self-esteem and achievement motivation in predicting quality of life of physically disabled youth in Shahrekord. For sampling, 70 members of institutes for disabled persons in Shahrekordare selected randomly in spring of 2011. Subjects’ ...
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The purpose of this study is to determine the share of self-efficacy, self-esteem and achievement motivation in predicting quality of life of physically disabled youth in Shahrekord. For sampling, 70 members of institutes for disabled persons in Shahrekordare selected randomly in spring of 2011. Subjects’ quality of life, self- efficacy, self- esteem, and achievement motivation are measured by WHOQOL-BREF, general self-efficacy scale, Rosenberg's self-esteem scale, and Herman’s achievement motivation questionnaire respectively. For assessing demographic characteristics, a researcher-made questionnaire is used. Descriptive statistics and stepwise regression is used for data analysis. The results of stepwise regression show that self-efficacy can significantly predict the rate of quality of life in physically disabled young persons(P=0.002), but adding each one of self- esteem and achievement motivation variables to self-efficacy variable cannot increase significantly the power of prediction of quality of life in these subjects. As conclusion, self- efficacy has an important role in explaining the quality of life in physically disabled young persons.Thus, based on the findings of this research, it is suggested that the self-efficacy training programs be performed for individuals with physical disabilities at medical and educational centers.