Document Type : Research Paper
Authors
Abstract
The goal of this study was to determine the effectiveness of
social-comparative feedback on the performance of power generation task in
educable intellectual disability girls. Method: The present research is
an experimental study with pre-test and post-test with experimental and control
groups. Among all elementary special schools in Shiraz
city, 46 mentally retarded girl students were selected through purposeful
sampling. The participants were divided into experimental and control groups
(22 inthe experimental group and 24 in the control group). Results: Analysis of covariance showed that the
experimental group achieved significantly higher scores than the control group.
The results of this study provide evidence for the importance of motivational
feedback.Conclusion: Since the social-comparative feedback had a special
effect on the performance of power generation task in mentally retarded
individuals, it is recommended that this method be used as an effective
training strategy in the field of special education
Keywords
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