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:: Volume 5, Issue 2 (winter 2019) ::
JPEN 2019, 5(2): 51-58 Back to browse issues page
The effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities
Mohammad Abbasi , Manijeh Shehni Yailagh
Assistant Professor of Educational Psychology, Faculty of Literature and Humanities, University of Lorestan, Khormabad, Iran , abbasi.mohammad@hotmail.com
Abstract:   (225 Views)
Introduction: The purpose of this study was to determine the effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities in Ahwaz.
Methods: The present study was a field experimental study with pre- post-test and follow-up. The variables were measured by Self-Determination Student Scale (SDSS). The sample consisted of 27 primary male students with learning disabilities who were enrolled in the school year of 2013-14, and were selected through simple random sampling method, and were randomly assigned to two groups (experimental and control). Before teaching cognitive, behavioral and affective skills to experimental group, the pre-tests of self-determination components )know yourself, value yourself, plan, act and experience outcomes and learn( were administrated to both groups. Then, the teaching package of cognitive, behavioral and affective skills was adminstred to the experimental group and no training was provided to the control group. After the completion of the course, self-determination components post-tests were administrated to both groups and seven weeks later were administrated again.
Results: Results of analysis of covariance indicated that teaching s cognitive, behavioral and affective skills causes a significant increase in know yourself (p<0.004), value yourself (p<0.001), plan (p<0.003), act (p<0.001) and experience outcomes and learn (p<0.002), in these students. Also, the results indicated that teaching cognitive, behavioral and affective skills has a persistent effect on know yourself (p<0.004), value yourself (p<0.006), plan (p<0.002), act (p<0.007) and experience outcomes and learn (p<0.005), over time.
Conclusions: according to the results of this study teaching cognitive, behavioral and affective skills increased self-determination components in primary male students with learning disabilities.
Keywords: cognitive, behavioral and affective skills, self-determination, know yourself, value yourself, plan, act and experience outcomes and learn, learning disabilities
Full-Text [PDF 569 kb]   (81 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/12/19 | Accepted: 2018/02/24 | Published: 2018/12/22
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abbasi M, Shehni Yailagh M. The effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities. JPEN. 2019; 5 (2) :51-58
URL: http://jpen.ir/article-1-319-en.html


Volume 5, Issue 2 (winter 2019) Back to browse issues page
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