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Background & objective: There are many students  that have Behavioral problems and they are studying in Schools Behavioral problems are considered to be abnormal behaviors that are incompatible with age, severe, chronic, or persistent, and range from Externalizing problems such as over-acting, contradictory, and aggressive, as well as internalized issues such as confusion, Isolation and depression  Behavior-emotional disorder is debilitating disorders that could have been relationship with academic failure and learning and without behavioral emotional problems. Reviews show that only a few of students with internalizing behavioral disorders are successful in school .They are often less educated than their peers in school .As a result, they have lower self-confidence. One of the challenges of education is facing these students. This study explores two concepts that emphasizes the role of the individual and the environment in learning.
Methods: The present study was causal-comparative. The population was all of the Girl students high school (first period) form Isfahan city student. At first 320 students were chosen by cluster sampling. And the Child Behavior checklist (CBCL; Achenbach & Rescorla, 2001) were used for screening. The Child Behavioral Problems Questionnaire (CBCL) is a set of parallel forms of ASEBA, and addresses the problems of children and adolescents in 8 factors: anxiety / depression, isolation / depression, physical complaints, social problems, thinking problems, attention problems, Ignoring the rules and aggressive behavior. The general coefficients of validity of CBCL forms were reported to be 0.79 using Cronbach's alpha and 0.94 using a retest reliability of 0.94 Then 50 students with internalizing behavioral problems were chosen as sample group. In addition, 50 students without internalizing behavioral problems were chosen as control group that they were matched with sample group in demographic information. Finally, self-regulation questionnaire (Boufard; SRQ-A 1995) and educational engagement (zerang, 1391) were performed for both sample and control groups. Buffard's self-regulation learning questionnaire has been used to measure the extent of using subjects from self-regulation learning strategies. The coefficient of validity was reported by Cronbach's alpha, 71%, and the analytical results showed that the correlation coefficient between the questions was appropriate and the questionnaire could explain 0.52 of the self-regulation variance. The validity of the questionnaire was based on a pilot study on 30 students and with Cronbach's alpha, 0.76. Atarodi (1392) reported the reliability of the entire questionnaire at 0.72. Validity of this test is evaluated through content validity and structural validity. The educational engagement questionnaire was introduced by Zarang in 1391. The validity of this questionnaire was evaluated through face validity and content validity in a specialized judgment and in accordance with its theoretical foundations by three educational experts. Also, the construct validity of the statistical analysis was calculated in Lisrel software and the reliability of the questionnaire was obtained 0.92. The internal consistency of the cognitive conflict scales was 0.84, behavioral involvement 0.76 and the motivational conflict 0.88.
Ethics are the part of each research. In this research is licensed from the university and the Department of Education. Student information is kept confidential and students participated in the research with informed consent.
 All statistical stages performed using spss 21 software. Data analyzed by multivariate covariance analysis (p<0/01).
Result: Data show that there is significant difference (p<0/01) between the students with behavior-emotional disorder and without behavior-emotional disorder in Educational engagement and Educational self-regulation. Since students with behavioral-emotional problems have difficulty in terms of academic engagement and academic self-regulation, they are even disadvantaged in this regard, and these two categories are must important one of the research findings show that Academic engagement directly impacts on Academic achievement Another finding of study suggests that Academic self-regulation significantly related to Academic achievement of students with internalizing behavioral disorders. The result of this research are cooperated with other research results.
Conclusion: The students with behavior-emotional disorder have many difficult in behaviors, emotions and especially in academic performance. The students with behavioral disorders have many problems in Academic variables. Also they feel unable to control themselves in these items. Behavioral disorders affect in their Academic performance and their relationship with their teachers and classmates. This subject cause to drop out of school. Therefore, teachers and educational planners should identify these students and by designing, help them to progress through self-regulation and engage them in educational functions.
Type of Study: Original Research Article | Subject: Psychology
Received: 2019/04/23 | Accepted: 2019/09/3

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