Volume 3, Issue 175 (9-2023)
J Except Educ 1402, __(175): 76-76 |
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Gavahi Z, Sarvary M, Ghorbani M, ZareMoghaddam A. Investigating the effectiveness of group-based positive
thinking training on academic motivation and academic vitality
of students with special learning disorders. J Except Educ 2023; 3 (175) : 5
URL: http://exceptionaleducation.ir/article-1-2564-en.html
URL: http://exceptionaleducation.ir/article-1-2564-en.html
1- Faculty of Education and Psychology, University of Tehran , z.gavahi1394@gmail.com
2- Psychology Department, University of Birjand.
3- Allameh Tabataba'i University
4- Educational Department, University of Birjand
2- Psychology Department, University of Birjand.
3- Allameh Tabataba'i University
4- Educational Department, University of Birjand
Abstract: (1022 Views)
Abstract
Background and purpose: Specific learning disorders are among the problems that have long been the
focus of child psychologists and specialists. Children with specific learning disabilities, despite their normal
intelligence, are unable to make academic progress in reading, writing, and mathematics. The purpose of
this research was to investigate the effectiveness of group-based positive thinking training on academic
motivation and academic vitality of students with special learning disabilities.
Method: This research was a semi-experimental with a pre-test-post-test design with a control group.
The statistical population of the research included all the male students of the first secondary school with
a specific learning disorder who referred to the learning disorders center in Birjand city in the academic
year of 2022-2023. Among the statistical population, 30 male students with special learning disorder were
selected by available sampling method and randomly assigned to two experimental groups (15) and control
group (15). The experimental group was trained for 10 sessions of 60 minutes. In order to collect research
data, Harter's academic motivation questionnaire, Hossein Chari and Dehghanizadeh's academic vitality
questionnaire and positive thinking training were used. The research data were analyzed using multivariate
and univariate analysis of covariance.
Findings: The results of the analysis of research hypotheses showed that group-based positive thinking
training is effective on academic motivation and its components (intrinsic and extrinsic motivation) and
academic vitality of students with specific learning disorders (p<0.005).
Conclusion: According to the findings of this research, it can be said that one of the useful teaching
approaches to increase the academic motivation and academic vitality of students with special learning
disabilities is teaching positive thinking in a group way.
Background and purpose: Specific learning disorders are among the problems that have long been the
focus of child psychologists and specialists. Children with specific learning disabilities, despite their normal
intelligence, are unable to make academic progress in reading, writing, and mathematics. The purpose of
this research was to investigate the effectiveness of group-based positive thinking training on academic
motivation and academic vitality of students with special learning disabilities.
Method: This research was a semi-experimental with a pre-test-post-test design with a control group.
The statistical population of the research included all the male students of the first secondary school with
a specific learning disorder who referred to the learning disorders center in Birjand city in the academic
year of 2022-2023. Among the statistical population, 30 male students with special learning disorder were
selected by available sampling method and randomly assigned to two experimental groups (15) and control
group (15). The experimental group was trained for 10 sessions of 60 minutes. In order to collect research
data, Harter's academic motivation questionnaire, Hossein Chari and Dehghanizadeh's academic vitality
questionnaire and positive thinking training were used. The research data were analyzed using multivariate
and univariate analysis of covariance.
Findings: The results of the analysis of research hypotheses showed that group-based positive thinking
training is effective on academic motivation and its components (intrinsic and extrinsic motivation) and
academic vitality of students with specific learning disorders (p<0.005).
Conclusion: According to the findings of this research, it can be said that one of the useful teaching
approaches to increase the academic motivation and academic vitality of students with special learning
disabilities is teaching positive thinking in a group way.
Article number: 5
Keywords: Academic motivation, academic vitality, students with special learning disorders, teaching
positive thinking
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2023/Jan/Sat | Revised: 2023/Sep/Mon | Accepted: 2023/Jul/Sun | Published: 2023/Sep/Mon | ePublished: 2023/Sep/Mon
Received: 2023/Jan/Sat | Revised: 2023/Sep/Mon | Accepted: 2023/Jul/Sun | Published: 2023/Sep/Mon | ePublished: 2023/Sep/Mon
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