THE EFFECT OF TEACHING SELF-DETERMINATION SKILLS ON OPTIMISTIC EXPLANATORY STYLE AND ACADEMIC IDENTITY OF PRIMARY MALE STUDENTS WITH LEARNING DISABILITIES

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ABBASI MOHAMMAD; SHEHNI YAILAGH MANIJEH

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Journal: IRANIAN JOURNAL OF PSYCHIATRIC NURSING (IJPN) Year:2017 | Volume:5 | Issue:5 Page(s): 1-7

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Title

THE EFFECT OF TEACHING SELF-DETERMINATION SKILLS ON OPTIMISTIC EXPLANATORY STYLE AND ACADEMIC IDENTITY OF PRIMARY MALE STUDENTS WITH LEARNING DISABILITIES

Author(s)

ABBASI MOHAMMAD | SHEHNI YAILAGH MANIJEH | Issue Writer Certificate

Keywords

SELF- DETERMINATIONQ1

OPTIMISTIC EXPLANATORY STYLEQ1

ACADEMIC IDENTITYQ1

LEARNING DISABILITIESQ1

Abstract

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.

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APA: Copy

ABBASI, MOHAMMAD, & SHEHNI YAILAGH, MANIJEH. (2017). THE EFFECT OF TEACHING SELF-DETERMINATION SKILLS ON OPTIMISTIC EXPLANATORY STYLE AND ACADEMIC IDENTITY OF PRIMARY MALE STUDENTS WITH LEARNING DISABILITIES. IRANIAN JOURNAL OF PSYCHIATRIC NURSING (IJPN), 5(5 ), 1-7. SID. https://sid.ir/paper/235885/en

Vancouver: Copy

ABBASI MOHAMMAD, SHEHNI YAILAGH MANIJEH. THE EFFECT OF TEACHING SELF-DETERMINATION SKILLS ON OPTIMISTIC EXPLANATORY STYLE AND ACADEMIC IDENTITY OF PRIMARY MALE STUDENTS WITH LEARNING DISABILITIES. IRANIAN JOURNAL OF PSYCHIATRIC NURSING (IJPN)[Internet]. 2017;5(5 ):1-7. Available from: https://sid.ir/paper/235885/en

IEEE: Copy

MOHAMMAD ABBASI, and MANIJEH SHEHNI YAILAGH, “THE EFFECT OF TEACHING SELF-DETERMINATION SKILLS ON OPTIMISTIC EXPLANATORY STYLE AND ACADEMIC IDENTITY OF PRIMARY MALE STUDENTS WITH LEARNING DISABILITIES,” IRANIAN JOURNAL OF PSYCHIATRIC NURSING (IJPN), vol. 5, no. 5 , pp. 1–7, 2017, [Online]. Available: https://sid.ir/paper/235885/en

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