[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: 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
Department of Psychology, Faculty of Litrature and Humanity Sciences, Lorestan University, Khoramabad, Iran , abbasi.mohammad@hotmail.com
Abstract:   (1909 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]   (862 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/07/20 | Accepted: 2017/12/24 | Published: 2017/12/24 | ePublished: 2017/12/24
1. 1. Stevens JJ, Schulte AC. The interaction of learning disability status and student demographic characteristics on mathematics growth. J Learn Disabil. 2017; 50(3):261-74. Doi: 10.1177/0022219415618496 PMID: 26746313
2. 2. Sideridis GD. Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities. Int J Educ Res. 2005; 43(4):308-28. Doi: 10.1016/j.ijer.2006.06.008
3. 3. Alcántara M, Correa-Delgado C, Muñoz Á, Salvatierra MT, Fuentes-Hélices T, Laynez-Rubio C. Parenting a child with a learning disability: a qualitative approach. Int J Disabil Devel Educ. 2017; 26:1-8. Doi: 10.1080/1034912X.2017.1296938
4. 4. Wehmeyer ML, Palmer SB, Shogren K, Williams-Diehm K, Soukup J. Establishing a Causal Relationship between Interventions to Promote Self-Determination and Enhanced Student Self-Determination. J Spec Educ. 2013; 46(4):195-210. Doi: 10.1177/0022466910392377.
5. 5. Roeser RW, Lau S. On academic identity formation in middle school settings during early adolescence. Understanding early adolescent self and identity. Applications and interventions. 2002; 91-131.
6. 6. Walker MA, Stevens EA. Reading Instruction for Students with Learning Disabilities: An Observation Study Synthesis (1980–2014). Learn Disabil Q. 2017; 40(1):17-28. Doi: 10.1177/0731948716633868
7. 7. Field SL, Hoffman AS. Fostering self-determination through building productive relationships in the classroom. Int in School and Clinic. 2012; 48(1):6-14. Doi: 10.1177/1053451212443150
8. 8. Field S, Hoffman A. Development of a model for self-determination. Career Dev Except Individs. 1994; 17(2):159-69. Doi: 10.1177/088572889401700205
9. 9. Chou YC, Wehmeyer ML, Palmer SB, Lee J. Comparisons of self-determination among students with autism, intellectual disability, and learning disabilities: A multivariate analysis. Focus Autism Other Dev Disabl. 2017; 32(2):124-32. DOI: 10.1177/1088357615625059
10. 10. Chou YC, Palmer SB, Wehmeyer ML, Skorupski WP. Comparison of self‐determination of students with disabilities: multivariate and discriminant function analyses. J Intellect Disabil Res. 2017; 61(2):144-54. DOI: 10.1111/jir.12297 PMID: 27189793
11. 11. Woodruff AL. Relating adolescents' identity and motivational processes in academics and athletics: the integral nature of a perceived sense of agency (Doctoral dissertation). ProQuest; 2011.
12. 12. Thompson M, Kaslow NJ, Weiss B, Nolen-Hoeksema S. Children's Attributional Style Questionnaire—Revised: Psychometric examination. Psychological Assessment. 1998; 10(2):166-70. DOI: 10.1037/1040-3590.10.2.166
13. 13. Kaslow NJ, Nolen-Hoeksema S. Children’s Attributional Style Questionnaire—Revised. Unpublished manuscript, Emory University, Atlanta, GA. 1991.
14. 14. Reddy R, Wolfe R, Sharp C. Gender as a longitudinal moderator of the relationship between attributional style and depressive symptoms over a 1-year period in preadolescent children. Bull Menninger Clin. 2013; 77(3):233-49. DOI: 10.1521/bumc.2013.77.3.233 PMID: 24020609
15. 15. Goodman SH, Tully E, Connell AM, Hartman CL, Huh M. Measuring children's perceptions of their mother's depression: The Children’s Perceptions of Others’ Depression Scale–Mother Version. J Fam Psychol. 2011; 25(2):163. DOI: 10.1037/a0023082 PMID: 21480696
16. 16. Field S, Hoffman A. Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Pro-Ed; 2005.
17. 17. Riskind JH, Sarampote CS, Mercier MA. For every malady a sovereign cure: Optimism training. J Cogn Psychother. 1996; 10(2):105-17.
18. 18. Wehmeyer M, Schwartz M. Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional children. 1997; 63(2):245-55. DOI: 10.1177/001440299706300207
19. 19. Algozzine B, Browder D, Karvonen M, Test DW, Wood WM. Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research. 2001; 71(2):219-77. DOI: 10.3102/00346543071002219
20. 20. Trainor AA. Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. J Learn Disabil. 2005; 38(3):233-49. DOI: 10.1177/00222194050380030501 PMID: 15940961
21. 21. Christodoulou JA, Cyr A, Murtagh J, Chang P, Lin J, Guarino AJ, Hook P, Gabrieli JD. Impact of intensive summer reading intervention for children with reading disabilities and difficulties in early elementary school. J Learn Disabil. 2017; 50(2):115-27. DOI: 10.1177/0022219415617163 PMID: 26712799
22. 22. Majorano, M., Brondino, M., Morelli, M. and Maes, M. Quality of Relationship with Parents and Emotional Autonomy as Predictors of Self Concept and Loneliness in Adolescents with Learning Disabilities: The Moderating Role of the Relationship with Teachers. J Child Fam Stude, 2017; 26(3):690-700. DOI: 10.1007/s10826-016-0591-6
23. 23. Saddler B, Asaro K. Increasing story quality through planning and revising: Effects on young writers with learning disabilities. Learn Disabil Q. 2007; 30(4):223-34. DOI: 10.2307/25474635
24. 24. Wehmeyer M, Schwartz M. Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Except Child. 1997; 63(2):245-55. DOI: 10.1177/001440299706300207
25. 25. Murawski WW, Wilshinsky N. Teaching Self-Determination to Early Elementary Students: Six-Year-Olds at the Wheel. Teach Excep Child Plus. 2005; 1(5):n5.
26. 26. Anctil TM, Ishikawa ME, Tao Scott A. Academic identity development through self-determination: Successful college students with learning disabilities. Career Dev Except Individs. 2008; 31(3):164-74. DOI: 10.1177/0885728808315331
27. 27. Shogren KA, Palmer SB, Wehmeyer ML, Williams-Diehm K, Little TD. Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial Spec Educ. 2012; 33(5):320-30. Doi: 10.1177/0741932511410072 PMID: 24771963
28. 28. Mason LH, Harris KR, Graham S. Self-regulated strategy development for students with writing difficulties. Theory Pract. 2011; 50(1):20-7. DOI: 10.1080/00405841.2011.534922
29. 29. Wehmeyer ML. Self‐Determination: A Family Affair. Fam Relat. 2014; 63(1):178-84. DOI: 10.1111/fare.12052
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

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
Persian site map - English site map - Created in 0.06 seconds with 32 queries by YEKTAWEB 3877