Ms Marziyeh Azizi,
Volume 2, Issue 151 (7-2018)
Abstract
Acquiring information on the causes of behavioral disorders in students with special learning disorders as a high-risk population for designing, preparing and promoting appropriate psychological and therapeutic services with the aim of reducing negative outcomes and the development of further mental disorders and improving the function of this group of the students is essential.This study aimed at assess The role of parenting styles in predicting LD children behavioural disorder was conducted.This research method was a descriptive study was conducted using correlation and prediction model and statistical population formed by children with learning disorders referred to the education and rehabilitation centers of special learning disorders in Tehran Province. By Purposive and voluntary samples, 130 subjects were selected. Data collection was included Baumrind's parenting styles questionnaire and Child Behavior Checklist for ages 6-18 Achenbach system of empirically based assessment (CBCL). data using Pearson’s Correlation Coefficient and multiple regression analysis was performed with SPSS software. The results showed that there is not no significant correlation among the authoritative and authoritarian parenting style with any of the components of behavioral disorders in LD children, and only the permissive parenting style was a significant predictor for LD children's externalizing problems. According to the results obtained in this study, Permissive parenting style significant predictors of behavioral disorders in children with special learning disorders.
Zahra Gavahi, Mohaddese Sarvary, Maryam Ghorbani, Ali Zaremoghaddam,
Volume 3, Issue 175 (9-2023)
Abstract
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.
