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:: Volume 5, Issue 5 (November-December 2017) ::
IJPN 2017, 5(5): 1-8 Back to browse issues page
The Effect of Teaching Self-determination Skills on Optimistic Explanatory Style and Academic Identity of Primary Male Students with Learning Disabilities
Mohammad Abbasi , Manijeh Shehni Yailagh
Assistant Professor Department of Psychology, Faculty of Litrature and Humanity Sciences, Lorestan University, Khoramabad, Iran , abbasi.mohammad@hotmail.com
Abstract:   (1011 Views)
Introduction: This study aimed at examining the effects of teaching self-determination skills on the optimistic explanatory style and academic identity of primary male students with learning disabilities in Ahwaz city, Iran.
Methods: The present study was a field experimental study with pre-test/post-test and follow-up. The sample consisted of 27 primary male students with learning disabilities who were enrolled in the academic year of 2013-2014. The participants were selected using the random sampling method, and randomly assigned into two groups of experimental and control. Data were collected using the Children’s Attribution Style Questionnaire-Revised (CASQ-R) and Academic Identity Scale (AIS). Before teaching self-determination to the experimental group, the pre-tests of the optimistic explanatory style and academic identity were administrated to both groups. Then, the teaching package of self-determination was administered to the experimental group and no training was provided to the control group. After the completion of the course, the optimistic explanatory style and academic identity post-tests were administrated to both groups and seven weeks later were administrated again.
Results: Results showed that teaching self-determination significantly increased the optimistic explanatory style (P < 0.002), and academic identity (P < 0.003) in these students. Also, the results indicated that teaching self-determination had a persistent effect on the optimistic explanatory style (P < 0.002) and academic identity (P < 0.002) over time.
Conclusions: Teaching self-determination skills can increase the optimistic explanatory style and academic identity.

 
Keywords: Self-Determination, Optimistic Explanatory Style, Academic Identity, Learning Disabilities
Full-Text [PDF 81 kb]   (628 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/07/20 | Accepted: 2017/12/24 | Published: 2017/12/24
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Abbasi M, Shehni Yailagh M. The Effect of Teaching Self-determination Skills on Optimistic Explanatory Style and Academic Identity of Primary Male Students with Learning Disabilities. IJPN. 2017; 5 (5) :1-8
URL: http://ijpn.ir/article-1-987-en.html


Volume 5, Issue 5 (November-December 2017) Back to browse issues page
نشریه روان پرستاری Iranian Journal of  Psychiatric Nursing
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