The effect of self-determination skills training on academic vitality and optimism in students with hearing loss: a quasi-experimental study
Publish place: Social Determinants of Health، Vol: 8، Issue: 1
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JSDI-8-1_025
تاریخ نمایه سازی: 28 تیر 1402
Abstract:
Background: Hearing impairment, even if mild, can delay linguistic development and
negatively affect the language acquisition process. This study designed to investigate the effect
of self-determination skills training on academic vitality and optimism in students with hearing
loss.
Method: This was a quasi-experimental study with pretest-posttest design and control group.
The sample consisted of ۳۰ students with hearing loss in Shahroud who were selected by
available sampling method and randomly and equally assigned to the experimental and control
groups (۱۵ people in each group). The experimental group participated in a self-determination
skills training program that was conducted in ۸ sessions of ۴۰ minutes (one session per week),
while the control group did not participate in this program. Participants were assessed using
the Academic Vitality Questionnaire and Optimism Questionnaire. Data were analyzed using
univariate and multivariate analysis of covariance tests and SPSS-۲۳ software
Results: Considering the differential results of multivariate analysis of covariance for
experimental and control groups in the variables of academic vitality (P = ۰.۰۰۱) and academic
optimism (P = ۰.۰۰۱), the difference between the experimental and control groups is
significant. According to Eta squared, it can be said that in the variables of academic vitality
and academic optimism, ۳۳% and ۳۹% of these changes are due to intervention, respectively.
Conclusion: This study emphasizes the role of self-determination interventions in positive
academic variables. This method can be used in the educational and rehabilitation program of
this group of children.
Keywords:
Authors
Zahra Tabatabii
Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
Ghasem Norouzi
Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
Ahmad Abedi
Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran