Document Type : Research Paper
Authors
1 department of psychology, Persian gulf university
2 MA student in General Psychology, Persian Gulf University, Bushehr, Iran
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 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.
Keywords
ابراهیمی قیری، ر. (1392). مقایسه انگیزش تحصیلی و امیدتحصیلی دانش آموزان تیز هوش وعادی دوره متوسطه. پایان نامه کارشناسی ارشد، رشته روانشناسی تربیتی، دانشگاه آزاداسلامی واحد مرودشت.
تشویقی کلوانق، پ. (1393). بررسی رابطه جهت گیری هدف و امید با اهمالکاری تحصیلی دانش آموزان دختر سال اول دبیرستان شهر ارومیه در سال تحصیلی 93-1392. پایان نامه کارشناسی ارشد رشته روانشناسی تربیتی، دانشگاه ارومیه.
خلجی، ط. (1386). بررسی ارتباط امید، منبع کنترل آموزش پیشرفت تحصیلی دختران در دوره پیش دانشگاهی شهر تهران در سال تحصیلی 86-1385، پایان نامه کارشناسی ارشد رشته روانشناسی تربیتی، دانشگاه الزهرا(س).
خرمایی، ف.؛ و کمری، س. (1396). ساخت و بررسی ویژگیهای روانسنجی مقیاس امید به تحصیل. دوفصلنامهراهبردهایشناختیدریادگیری، 5(8): 37-16.
زاهدبابلان، ع.؛ قاسم پور، ع.؛ و حسنزاده، ش. (۱۳۹۰). نقش بخشش و سرسختی روان شناختی در پیشبینی امید. دانش و پژوهش در روان شناسی کاربردی، 12(3) :۱۹-۱۲.
قاسمپور، ع.، جودت، ح.، و سلیمانی، م. (۱۳۹۰). مقایسه بهزیستی روانشناختی در دانشآموزان ورزشکار و غیرورزشکار. مجله دانشگاه علوم پزشکی رفسنجان، ۱۱(۵): ۴۶۰-۴۴۹.
دلاور، ع. (1381). روشتحقیقومبانیعملیونظریدرعلوماجتماعی .تهران: انتشارات رشد.
شکوهی، م. ج. (1394). رابطه یادگیری خودتنظیمی و امیدتحصیلی با عملکرد تحصیلی دانش آموزان مقطع متوسطه منطقه درودزن. پایان نامه کارشناسی ارشد روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد مرودشت.
صادقی، م.، و خلیلی گشنیگانی، ز. (1395). نقش ابعاد یادگیری خود راهبر در پیش بینی سرزندگی تحصیلی دانش آموزان در لرستان، پژوهشدرآموزشعلومپزشکی، 8(2): 17-9.
عیسی زادگان، ع.، میکائیلی منیع، ف.، و مروئی میلان، ف. (1393). رابطه بین امید، خوش بینی و معنای تحصیل با عملکرد تحصیلی دانش آموزان دوره پیش دانشگاهی. مجله روان شناسی مدرسه، 3(2): 152-137.
عابدینی، ی. (1386). رابطه درگیری تحصیلی، اهداف پیشرفت و پیشرفت تحصیلی: مدل ساختاری پیشرفت تحصیلی دانشآموزان سال سوم ریاضی وعلوم انسانی، پایان نامه دکتری رشته روانشناسی، دانشگاه تهران، آذر ماه 1386.
Appleton, S.L., & Christenson, D., Kim, A.L. & Reschly, A. L. (2006). Reschly, “Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument”. Journal of school Psychology, 44(5):427-45.
Auerbach, J. G., & Gross-Tsur, V., & Manor, O., & Shalev, R. S. (2008). Emotional and Behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculia. Journal of Learning Disabilities, 41(3), 263–273.
Ariapooran, S., & Amiri manesh, M., &Taghavi, D., & Haghtalab, T. (2014). Relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD. Journal of Learning Disabilities, 4 (1), 56-72. (Persian).
Boldridge, E. A. (2002). The Role of Hope In The academic and Sport Achievements of Division I College Football players: University of Kansas.
Barkley, E.F. (2009). “Student engagement techniques: A handbook for college faculty”. 1st ed. New Jersey: Jossey-Bass.
Bean, J., & Eaton, S. B. (2001). The psychology underlying successful retention practices. Journal of college student retention, 3(1), 73-89.
Campbell-sills, L., & Cohan, S. (2001). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behavior Research and Therapy, 44: 585-99.
Collie, R. J., Martin, A. J., Malmberg, L. E., Hall, J. & Ginns, P. (2015). Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1), 113-130.
Datu, J. A., & King, R. B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology, 69:100-110.
Duijn, M., & Rosenstiel, I. V., & Schats, chats, W., & Smallenbroek, C., & Dahmen, R. (2011). Vitality and health: A lifesyle programme for employees. European Journal of Integrative Medicine, 3, 97-10.
Dehghani Zadeh, M. H., & Hosein-chari, M. (2012). The academic Vitality and perception of family communication patterns: the mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4 (2), 21-48. (Persian).
Feldman, D. B., & Kubota, M. (2015). Hope, self-efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average. Learning and Individual Differences, 37, 210-216.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. The Journal of Applied Psychology, 82, 221–234.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37 (4), 97–105.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1):59-109.
Ganji, M. (2013). Abnormal psychology based on DSM-5. Tehran: savalan publication. (Persian).
Gorman, J. (2003). Emotional disorders and learning disabilities in elementary classes. (Narimani, M & Noorani Dagermandaraq, N). Ardabil: Nikamooz Publication. (Persian).
Goddard, R., & Tschannen-Moran, M., & Hoy, W. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
Gonzalez, R., & Padilla, A. M. (1997).The academic resilience of Mexican American high school students. Hispanic Journal of Behavioral Sciences, 19, 301−317.
Graham, S. (2017). Attention-deficit/Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and executive functioning: Recommendations for future research. Contemporary Educational Psychology, 50: 97-101.
Hansen, M. J. (2013). Academic Hope Theory Implications for Promoting Academic Success, Council on Retention and Graduation (GRG).
Janosz, M., & Archambault, L., & Morizot, J., & Pagani, L.S. (2008). School engagement trajectories and their differential Predictive relations to Dropout. Journal of social Issue, 64 (1): 21-40.
Kevin, L. R. (2009).Hope and Optimism: Latent Structures and Influences on Grade Expectancy and Academic Performance. Journal of Personality, 77(1), 231-260.
Karimi, Y. (2010). Learning disorder: Theoretical and practical issues as well as case studies and examples. Tehran. Savalane presss. (Persian).
Kwon, P., & Birrueta, M., & Faust, E., & Brown, E. R. (2015). The Role of Hope in Preventive Interventions. Social and Personality Psychology Compass, 9(12), 696-704.
Lerner, J. W. (2012). Learning disabilities: Theories, diagnosis, and teaching strategies (9th ed.). Boston: MA: Houghton Mifflin.
Linnenbrink, P.R., &, Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2):119- 37.
Malik, A. (2013). “Efficacy, Hope, Optimism and Resilience at Workplace –Positive Organizational Behavior”. International Journal of Scientific and Research Publications. 3(10): 1-4.
Maria, O. (2016). Hope and anticipation in education for a sustainable future. http://doi.org/10.1016/j.futures.2016.10.004.
Martin, A. J., & Marsh, H. W. (2008).Academic buoyancy: Towards an understanding of student everyday academic resilience. Journal of School Psychology, 46 (1), 53-83.
Mikaeili, N., & Afrooz, G., & Gholiezadeh, L. (2013). The relationship of self-concept and academic burnout with academic performance of girl students. Journal of school psychology, 1 (4), 90-103. (Persian).
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35, 353-370.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychologicaland educational correlates: Aconstruct validity approach. Psychology in the Schools, 43, 267−282.
Ong, A. D., & Edwards L. M., & Bergeman C. S. (2006). Hope as a Source of Resilience in later Adulthood. Education Faculty Research and Publications, 41(7), 1263-1273.
Putwain, D. V., & Connors, L., & Symes, W., & Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25(3), 349-58.
Retnowati, S., & Ramadiyanti, A. A., & Suciati, Y. A., & Viola, H. (2015). Hope Intervention against Depression in the Survivors of Gold Lava Flood from Merapi Mount. Procedia- social And Behavioral Sciences, 165, 170-178.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational psychology, 36, 257-267.
Snyder, C. R. (2002). Hope and Academic Success in College. Journal of Educational psychology, 94(4), 820-826.
Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of engagement, coping, and everyday measures of school engagement and related terms. The California School Psychologist, 8, 7-27.
Sohrabi Shegefti, n., & Samani, S. (2011). Psychometric Properties of the Academic Hope scale: Persian Version. Procedia Social and Behavioural Sciences, 30, 1133-1136.
Siadatian, S.H., & Ataie, M., & Gomrani, A. (2014). Comparison vitality of students with and without hearing loss. Journal of Exceptional education, 14(4), 16-21. (Persian).
Sperling, R. A., Reeves, P. M., Gervais, A. K., & Sloan, J. O. (2017). Development and Validation of the Self-Regulated Learning Test Anxiety Scale. Psychology, 8, 2295-2320.
Tuckman, D.A., & Abry, D.R., Smith, D. R.) 2007). Learning and motivation strategies: Your guide to success (2th ed.). New Jersey: Prentice Hall.
Tavakoli, M. A. (2012).The study of academic procrastination among sudents and relation with Demographic characteristics, Preferred time study and the purpose of admission to universities. Journal of Educational Psychology, 9(28), 100-121. (Persian).
Tahmasebi, F. and Shafiepour Motlag, F. (2013). Proposing a model for determining the relation of educational hope and educational satisfaction with student’s educational attainment based upon mediation of educational effort (the case of junior high school students of Tehrans smart schools). International Journal Social. Scions. & Education, (4), 159-166.
Willms, J (2003). Student engagement at school: a sense of belonging and participation. Paris: Publications PISA 2000, OECD.
)