Volume 1, Issue 161 (4-2021)
J Except Educ 1400, __(161): 104-104 |
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Abdi Zarrin S, mohamdinia M. Comparison of Self-Esteem, Self-Efficacy and Social
Anxiety levels in Intellectually-Disabled Students with
and without Experience of Education in Public Schools. J Except Educ 2021; 1 (161) :104-104
URL: http://exceptionaleducation.ir/article-1-2186-en.html
URL: http://exceptionaleducation.ir/article-1-2186-en.html
1- University of Qom , elmzarrin5@gmail.com
2- University of Qom
2- University of Qom
Abstract: (2437 Views)
Abstract
Background and Purpose: Due to the importance of self-efficacy, self-esteem and social anxiety in
social adjustment and mental health in intellectually-disabled students, this study aimed to compare the
levels of self-esteem, self-efficacy and social anxiety in students with and without experience of education
in public schools.
Method: The research method was descriptive with a cross-sectional analysis. The statistical population
included 223 male and female primary school students from the first to sixth grades in Khorramabad city
during the academic year 2016-17. The sample size comprised 100 students in two groups with and
without previous experience of education in public schools (50 students in each group), selected through
purposeful sampling. To collect data, Rosenberg self-esteem questionnaire (1965), Sherer’s general
self-efficacy questionnaire (1982) and The Convergent Social Phobia Standard (2004) were used. Data
were analyzed using Multivariate analysis and T- test in SPSS-24.
Results: The results showed that the level of social anxiety components (i.e. fear, avoidance and
physiology) in intellectually-disabled students with previous experience of education in public schools were
higher than those without such experience (P< 0/001). Also, the levels of self-efficacy and self-esteem
were significantly different between the two groups (P< 0/001), indicating the excellence of students with
previous experience of education in public schools in comparison to their non-experienced peers.
Conclusion: The results showed that intellectually-disabled students that had experience of education in
public schools were found with lower self-esteem and lower self-efficacy as well as higher social anxiety
relative to those without the experience of education in public schools. Therefore, it is necessary to design
appropriate educational programs for parents and teachers in order to improve the self-esteem, selfefficacy
and reduce the social anxiety of students with an experience of education in public schools.
Background and Purpose: Due to the importance of self-efficacy, self-esteem and social anxiety in
social adjustment and mental health in intellectually-disabled students, this study aimed to compare the
levels of self-esteem, self-efficacy and social anxiety in students with and without experience of education
in public schools.
Method: The research method was descriptive with a cross-sectional analysis. The statistical population
included 223 male and female primary school students from the first to sixth grades in Khorramabad city
during the academic year 2016-17. The sample size comprised 100 students in two groups with and
without previous experience of education in public schools (50 students in each group), selected through
purposeful sampling. To collect data, Rosenberg self-esteem questionnaire (1965), Sherer’s general
self-efficacy questionnaire (1982) and The Convergent Social Phobia Standard (2004) were used. Data
were analyzed using Multivariate analysis and T- test in SPSS-24.
Results: The results showed that the level of social anxiety components (i.e. fear, avoidance and
physiology) in intellectually-disabled students with previous experience of education in public schools were
higher than those without such experience (P< 0/001). Also, the levels of self-efficacy and self-esteem
were significantly different between the two groups (P< 0/001), indicating the excellence of students with
previous experience of education in public schools in comparison to their non-experienced peers.
Conclusion: The results showed that intellectually-disabled students that had experience of education in
public schools were found with lower self-esteem and lower self-efficacy as well as higher social anxiety
relative to those without the experience of education in public schools. Therefore, it is necessary to design
appropriate educational programs for parents and teachers in order to improve the self-esteem, selfefficacy
and reduce the social anxiety of students with an experience of education in public schools.
Type of Study: Original Article |
Subject:
Mental Retarded
Received: 2020/May/Mon | Revised: 2021/Oct/Sat | Accepted: 2021/May/Mon | Published: 2021/Aug/Mon | ePublished: 2021/Aug/Mon
Received: 2020/May/Mon | Revised: 2021/Oct/Sat | Accepted: 2021/May/Mon | Published: 2021/Aug/Mon | ePublished: 2021/Aug/Mon
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