Document Type : Research Paper
Authors
1 Professor, Department of Educational Psychology, University of Tabriz, Tabriz, Iran
2 Professor, Department of Psychology, University of Tabriz, Tabriz, Iran
3 Ph.D. Student in Educational Psychology, University of Tabriz, Tabriz, Iran
Abstract
Specific learning disability is neurodevelopmental disorder that was considered from positive psychology approach in recent years. The aim of the current research was to draw concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. Through the PRISMA model, research findings related to the variables of positive psychology constructs in specific learning disability will be examined. In the same vein a systematic review study method with use of positive psychology key words and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, wellbeing, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from web the Data (Pubmed, Eric, Scopus, Sid, Irandoc,Noormags, Ebsco,Science Direct,Pro Quest, Springer), was conduct in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs include psychological well-being, resilience, optimistic, mental health, quality of life, Happiness, hope, life Satisfaction, gratitude and spirituality are most effective key words in co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expressive that reinforcement and recovery of positive psychology constructs can be useful for student with specific learning disability. This study was indicating important of positive psychology constructs in specific learning disability, thus recommend for achieving better result in specific learning disability merge the evidence based and research activities with clinical and treatment activities.
Keywords: Positive Psychology Constructs, Specific Learning Disorder, Systematic Review Study
Extended Abstract
Introduction
Specific learning disabilities are lifelong neurodevelopmental conditions that present developmental challenges in different areas, including disorders in reading, writing, and mathematics. The processes of intervention and education for students with specific learning disabilities are influenced by shifts in prevailing psychological paradigms. Notably, one of the most important and effective paradigms in the field of psychological intervention and research is positive psychology. Positive psychology emphasizes that individuals with learning disabilities possess unique strengths and competencies that should be recognized, understood, and strengthened through supportive programs. Positive psychology helps students with learning disabilities focus on their abilities rather than their limitations, and this shift in focus leads to positive long-term outcomes. These students face numerous challenges, and positive psychology frameworks can help them manage these difficulties and achieve positive results. Therefore, this article introduces and examines evidence-based findings on the application of positive psychology in the field of specific learning disabilities, clarifying its theoretical foundations and implementation methods. A systematic review and analysis of previous experimental research on positive psychology in the context of specific learning disabilities contributes theoretically to the refinement and expansion of related theoretical perspectives. Furthermore, synthesizing existing research evidence provides practical clinical and research directions for future interventions for researchers and practitioners.
Literature Review
Positive psychology constructs have a rich history in the field of disability studies, and research evidence supports the effectiveness of applying positive psychology concepts to various outcomes in specific learning disabilities. These outcomes include self-concept (Ghazi Abed, 2017); quality of life and self-determination (Wehmeyer, 2021); mindfulness (Wehmeyer, 2021; Dehghani, 2022; Badri Gargari et al., 2019; Nemati et al., 2018); well-being (Tiwari & Upadhyay, 2020); strengths and positive characteristics (Wehmeyer, 2021); positive thinking, self-talk, and optimism (Feeney, 2019; Ghazi Abed, 2017; Kadampour et al., 2021); resilience (Georgiadi, 2020; Ofiesh & Mather, 2013; Naemi & Faeghi, 2018); empathy (Eyuboglu et al., 2018); hope (Dehghani et al., 2022); and coping strategies (Wehmeyer, 2021).
Method
The present study is a systematic review that examines relevant research findings using the PRISMA model and bibliometric analysis. Searches were conducted across various databases using specialized keywords related to positive psychology constructs and specific learning disabilities. Keywords included terms such as specific learning disability, reading disorder, writing disorder, math disorder, gratitude, resilience, empathy, forgiveness, positive thinking, optimism, psychological well-being, positive relationships, strengths, happiness, psychological toughness, positive emotions, satisfaction, and mindfulness. The search period covered publications from 1985 to 2022.
Result
The initial search identified 2,178 papers. Given the high volume of results, a bibliometric analysis of keyword co-occurrence was applied to refine the search, resulting in 1,847 papers. The retrieved data were analyzed using VOSviewer software, and a co-occurrence network of the authors' keywords was generated. This network contained 214 nodes, 2,193 links, and 11 clusters where keywords co-occurred at least five times. The most relevant keywords included depression, psychological well-being, mental health, optimism, hope, and resilience.
Figure 1. Co-occurrence network of keywords by authors
To identify the most influential keywords, the network was exported in GML format and imported into Gephi software for network analysis. Table 1 presents the most influential keywords within the co-occurrence network.
Table 1. The most influential keywords in the co-occurrence network
Positive psychology
2
9271.2016
176
0.1
Welfare
7
8271.2016
108
735907.0
Resilience
1
1756.2017
107
72526.0
Depression
1
15942.2016
80
603565.0
Optimism
1
15.2015
75
570486.0
Mental health
5
6667.2017
69
512835.0
Quality of life
1
7458.2015
68
506579.0
Happiness
7
2157.2016
62
490891.0
Hope
3
5.2015
61
490889.0
Satisfaction with life
6
8537.2015
54
469145.0
Psychological well-being
9
24.2016
52
4459.0
Gratitude
2
2059.2017
54
434805.0
Spirituality
2
9429.2014
46
412952.0
To identify research fields, a citation network was created from references cited at least five times. The resulting network consists of 77 nodes, 865 edges, and 7 clusters, as shown in Figure 2.
Figure 2. Citation network of cited references
To identify the most influential documents, the network graph was exported in GML format and imported into Gephi. After calculating the average degree and eigenvector centrality, the documents were ranked, and the top 10 influential documents are presented in Table 2.
Table 2. Documents with the highest eigenvector centrality in the mentioned reference network
Authors
Title
Degree
Eigenvector
centrality
Seligman and
Sesikzentmihalya (2014)
Introduction an positive psychology
151
780412.0
Seligman et al. (2005)
Positive Psychology Progress: Empirical Validation of Interventions
75
628162.0
Scheier and Carver (1985)
Optimism, Coping, and Health
70
35671.0
Fredikson (2001)
The Role of Positive Emotions in Positive Psychology
94
049531.0
Sin and Limborski (2009)
Enhancing Well-being and Alleviating Depressive Symptoms with Positive Psychology Interventions
11
022558.0
Lotans et al. (2007)
The Importance Of Positive Psychology
32
021444.0
Wang and Gan (2020)
Exploring the Demotivational Factors of Learning English Based on Positive Psychology
5
006168.0
Bollier et al (2013)
Positive Psychology Interventions: A Meta-Analysis
21
0.0
McIntyre et al. (2019)
Setting an Agenda for Positive Psychology:
3
0.0
Wang et al. (2021)
Research and Experience of Positive Psychology in Foreign/Second Language Learning and Education
1
0.0
Discuss
In the present research, first the keywords were searched in the relevant databases. Articles that were in harmony with the keywords of the research were selected. After identifying the articles, a number of articles were removed due to not reporting the information properly also some of them were left out of the research process due to the lack of subject compatibility after reviewing the title and abstract. Finally, after a detailed review of the full text of the articles, 25 articles were selected as the final research community in terms of the relevance of the research topic. The content of these domestic and foreign articles was related to positive psychology constructs in the field of special learning disabilities, and they were also the main goal of the present study.
Conclusion
The present study drew a conceptual map of positive psychology constructs in the field of special learning disabilities. Research evidence supports the usefulness of using positive psychology constructs in the field of special learning disabilities. This usefulness is observable in most researches including Wehmeyer, 2021; Ghadampour et al, 2021; Wright, 2020; Georgiadi, 2020; Goldberg, 2020; Tiwari Upadhyay, 2020; Feeney, 2019; Ayuboglu et al, 2018; Ghazi Abed, 2017; Ofish & Mother, 2013; Dehghani et al., 1401; Dehghani et al., 1400; Badri Gregari et al., 2019; Nemati et al., 2018; Naimi and Faeghi, 2017. Positive psychology is the study of flourishing, optimal functioning and well-being of human being. For many people, disability and learning disorder is considered as a defect or disease that is permanent and needs to be treated, but all members of society should understand that people suffering from special learning disabilities also have strengths and potentials that should be nurtured and they can also experience optimal human performance.
Keywords
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