CLASSROOM BEHAVIOR PATTERN AND ACADEMIC SELF-HANDICAPPING IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES

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NARIMANI MOHAMMAD; EINY SANAZ; TAGHAVI RAMIN

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Paper Information

Journal: JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH) Year:2016 | Volume:3 | Issue:3 Page(s): 3-11

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Title

CLASSROOM BEHAVIOR PATTERN AND ACADEMIC SELF-HANDICAPPING IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Author(s)

NARIMANI MOHAMMAD | EINY SANAZ | TAGHAVI RAMIN | Issue Writer Certificate

Keywords

CLASSROOM BEHAVIOR PATTERNQ3

ACADEMIC SELF-HANDICAPPINGQ3

SPECIFIC LEARNING DISABILITYQ3

Abstract

Background and Purpose: CLASSROOM BEHAVIOR PATTERN and ACADEMIC SELF-HANDICAPPING are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare CLASSROOM BEHAVIOR PATTERN and ACADEMIC SELF-HANDICAPPING in students with and without specific learning disabilities.Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and ACADEMIC SELF-HANDICAPPING scale (Midgley et al, 2000) were used.Data was analyzed with MANOVA method.Results: The results showed that there are significant differences in CLASSROOM BEHAVIOR PATTERN and ACADEMIC SELF-HANDICAPPING between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on ACADEMIC SELF-HANDICAPPING variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability.Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.

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APA: Copy

NARIMANI, MOHAMMAD, EINY, SANAZ, & TAGHAVI, RAMIN. (2016). CLASSROOM BEHAVIOR PATTERN AND ACADEMIC SELF-HANDICAPPING IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), 3(3), 3-11. SID. https://sid.ir/paper/258366/en

Vancouver: Copy

NARIMANI MOHAMMAD, EINY SANAZ, TAGHAVI RAMIN. CLASSROOM BEHAVIOR PATTERN AND ACADEMIC SELF-HANDICAPPING IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES. JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH)[Internet]. 2016;3(3):3-11. Available from: https://sid.ir/paper/258366/en

IEEE: Copy

MOHAMMAD NARIMANI, SANAZ EINY, and RAMIN TAGHAVI, “CLASSROOM BEHAVIOR PATTERN AND ACADEMIC SELF-HANDICAPPING IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES,” JOURNAL OF CHILD MENTAL (JOURNAL OF CHILD MENTAL HEALTH), vol. 3, no. 3, pp. 3–11, 2016, [Online]. Available: https://sid.ir/paper/258366/en

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