1- , Qochan Branch, Islamic Azad University, Qochan, Iran.
2- , Bojnord Branch, Islamic Azad University, Bojnord, Iran
2- , Bojnord Branch, Islamic Azad University, Bojnord, Iran
Abstract: (16 Views)
Background & Objective: Learning Disabilities (LDs) have been of growing interest in the last 30 years. Learning Disabilities are defined as neurologically-based problems interfering with learning of academic skills related to reading, writing, and/or mathematical reasoning in youths with average or above-average intelligence. In addition to limitations in learning processes, students with learning disabilities also experience problems in emotional and social dimensions. Indeed, the presence of Learning Disabilities doubles the likelihood of developing a psychopathology. Various authors have reported a higher frequency of internalizing disorders, such as anxiety and depression, externalizing disorders, and social deviance in students with Learning Disabilities when compared to students without learning problems. This implicitly highlights the need for research that examines emotional and social variables among students with learning disabilities compared to their normal peers. Understanding what dimensions and variables appear in a specific population leads to providing more efficient psychological services to the members of that group. In this regard, the present study was conducted with the aim of comparing emotional self-efficacy, emotional self-awareness and self-acceptance in students with and without learning disabilities.
Methods: The present study was a descriptive causal comparison. The statistical population included 7th, 8th, and 9th grade female students with and without learning disabilities in public schools in Bojnourd city. A group of 23 female students who were diagnosed with learning disabilities by intelligence experts of Bojnourd special education were selected in an accessible way. In order to remove the confounding factors, the sample of normal students was homogenized and they were selected from among the classmates of students with learning disabilities. In this regard, normal students were selected based on the characteristics of the group of students with learning disabilities, and variables such as age, level of education, year of entry into school were controlled by the matching method so that the difference between the groups is only in the research variables. Assessment of both groups was done using self-efficacy questionnaire for children and adolescents (Morris, 2001), emotional self-awareness scale (Grant et al., 2002) and unconditional self-acceptance questionnaire (Chamberlain and Haga, 2001). The reliability of the research tools was checked by Cronbach's alpha method and values of 0.71, 0.70 and 0.84 were obtained for self-efficacy, emotional self-awareness and unconditional self-acceptance, respectively. The analysis of research data was done through multivariate analysis of variance at a significance level of 0.05 in SPSS software version 23.
Results: The results showed that between two groups of students with learning disabilities and normal students in the variables in the variables of emotional self-awareness (p=0.002), self-acceptance (p=0.006). Thus, emotional self-awareness and self-acceptance in students with learning disabilities was significantly lower than normal students.
Conclusion: Based on this, it is suggested that in addition to effective programs on learning processes for students with learning disabilities, the emotional and social aspects of these students should also be taken into consideration. In this regard, teachers and parents should be informed about variables such as emotional self-awareness, self-acceptance and emotional self-efficacy. As a teacher, coach or parent, the way of thinking about teaching students with and without learning disabilities should change. Emotional, social and understanding variables (a skill that is considered the key to basic learning) work parallel to each other. By understanding that for students, only education that emphasizes the main subjects is not enough and emotional and social variables such as emotional self-efficacy, emotional self-awareness and self-acceptance are also determinants of individual success, schools should adopt new educational models with The goal of educating the whole child is to be receptive. Therefore, integration of emotional and social skills in curricula should be considered as a priority in the work schedule of researchers, managers and other officials involved in education.
Methods: The present study was a descriptive causal comparison. The statistical population included 7th, 8th, and 9th grade female students with and without learning disabilities in public schools in Bojnourd city. A group of 23 female students who were diagnosed with learning disabilities by intelligence experts of Bojnourd special education were selected in an accessible way. In order to remove the confounding factors, the sample of normal students was homogenized and they were selected from among the classmates of students with learning disabilities. In this regard, normal students were selected based on the characteristics of the group of students with learning disabilities, and variables such as age, level of education, year of entry into school were controlled by the matching method so that the difference between the groups is only in the research variables. Assessment of both groups was done using self-efficacy questionnaire for children and adolescents (Morris, 2001), emotional self-awareness scale (Grant et al., 2002) and unconditional self-acceptance questionnaire (Chamberlain and Haga, 2001). The reliability of the research tools was checked by Cronbach's alpha method and values of 0.71, 0.70 and 0.84 were obtained for self-efficacy, emotional self-awareness and unconditional self-acceptance, respectively. The analysis of research data was done through multivariate analysis of variance at a significance level of 0.05 in SPSS software version 23.
Results: The results showed that between two groups of students with learning disabilities and normal students in the variables in the variables of emotional self-awareness (p=0.002), self-acceptance (p=0.006). Thus, emotional self-awareness and self-acceptance in students with learning disabilities was significantly lower than normal students.
Conclusion: Based on this, it is suggested that in addition to effective programs on learning processes for students with learning disabilities, the emotional and social aspects of these students should also be taken into consideration. In this regard, teachers and parents should be informed about variables such as emotional self-awareness, self-acceptance and emotional self-efficacy. As a teacher, coach or parent, the way of thinking about teaching students with and without learning disabilities should change. Emotional, social and understanding variables (a skill that is considered the key to basic learning) work parallel to each other. By understanding that for students, only education that emphasizes the main subjects is not enough and emotional and social variables such as emotional self-efficacy, emotional self-awareness and self-acceptance are also determinants of individual success, schools should adopt new educational models with The goal of educating the whole child is to be receptive. Therefore, integration of emotional and social skills in curricula should be considered as a priority in the work schedule of researchers, managers and other officials involved in education.
Keywords: emotional self-efficacy, emotional self-awareness, unconditional acceptance, special learning problems
Type of Study: Original Research Article |
Subject:
Rehabilitation
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