Comparison of the Effect of Neuro Linguistic Programming Strategies Training and Mindfulness Instruction on Academic Self-Concept among Female Students with Learning Disabilities

Document Type : Research Paper

Authors

1 Phd Student of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, iran.

2 Associate Professor of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, iran.

3 Professor of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, iran.

4 Associate Professor of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, iran

Abstract

Objective:This study aimed to compare the effectiveness of neuro linguistic programming strategies training and mindfulness instruction on academic self-concept among female students with learning disabilities. This study was the experimental pre-test, post-test with the control group design.
Methods:The statistical population of this study consisted of all female fifth-grade elementary school students in Izeh city in the academic year of 2020-2021. Then 45 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to three groups (15 people in each group). The instruments used in this study was academic self-concept (Liu & Wang, 2005). The experimental groups received neuro linguistic programing strategies training and mindfulness-based instruction for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (covariance analysis) tests in SPSS software version 22.
Results:The results showed a significant difference between neuro linguistic programming strategies training and mindfulness instruction with the control group in academic self-concept (p<0/001) but there was no significant difference in academic self-concept between the two groups of training.
Conclusion:Based on the result we can say that neuro linguistic programming strategies training and mindfulness- instruction are two effective ways in improving of academic self-concept of students with learning disability.

Keywords

References

امینی، ا.، صالحی، م.، توحیدی­تبار، ف.، بخشوده ­نیا، ف و سلمانی، خ. (1400). اثربخشی بازی­ های گروهی در پیش­گیری از اضطراب مدرسه و بهبود خودپنداره کودکان دبستانی. روانشناسی مدرسه و آموزشگاه، 10(1)، 18-31. http://jsp.uma.ac.ir/article_1125.html
ارفع ­بلوچی، ف و غفاری، ا. (1390). رابطه انگیزش پیشرفت و خودپنداره تحصیلی با اضطراب امتحان در دانشجویان  تحصیلات تکمیلی دانشگاه فردوسی مشهد. پژوهش ­های روان­شناسی بالینی و مشاوره، 1(2)، 136-121. https://tpccp.um.ac.ir/article_29675.html
پورپاریزی، م.، توحیدی، ا و خضری­مقدم، ن. (1397). تأثیر ذهن­آگاهی بر پیشرفت و سازگاری تحصیلی: نقش واسطه­ ای خودپنداره تحصیلی. پژوهش ­نامه روان­شناسی مثبت، 4(3)، 43-29. https://ppls.ui.ac.ir/article_23203.html
حسینی، م.، مرادی، ع.، کرمی­نوری، ر.، حسنی، ج و پرهون، ه. (1395). بررسی اعتبار و روایی عاملی آزمون خواندن و نارساخوانی (نما). فصلنامه تازه­ های علوم شناختی، 18(1)، 34-23.  http://icssjournal.ir/article-1-409-fa.html
ردی، ر و برتون، ک. (2012). برنامه ­ریزی عصبی-کلامی، NLP. ترجمه فرشید قهرمانی (1398)، چاپ سوم، تهران: انتشارات آوند دانش. https://www.fordummies.ir/ProductDetails.aspx?pid=46
عطایی، ف.، احمدی، ع.، کیامنش، ع و سیف، ع. (1398). اثربخشی آموزش ذهن­ آگاهی در افزایش انگیزش پیشرفت نسبت به تحصیل در دانش ­آموزان دختر و پسر دوره متوسطه. مجله روان­شناسی مدرسه، 8(4)، 199-176. [Doi: 10.22098/JSP.2020.871]
قادری ­رمازی­، م.، باعزت، ف و دهقان، ح. (1397). مقایسه سبک­ های شوخ­ طبعی و مهارت ­های اجتماعی دانش ­آموزان با و بدون اختلال یادگیری خاص مقطع متوسطه. مجله مطالعات ناتوانی، 68(8)، 6-1. http://jdisabilstud.org/article-1-721-fa.html
مرادی، ش.، محمدرضایی، ع و طالع ­پسند، س. (1397). ساخت و اعتباریابی ابزار تشخیص اختلال زبان نوشتاری برای پایه یکم تا ششم ابتدایی. مجله ناتوانی­ های یادگیری، 8(2)، 99-124. http://jld.uma.ac.ir/article_759.html
محمداسماعیل، ا و هومن، ح. (1381). انطباق و هنجاریابی آزمون ریاضیات ایران کی­مت. فصلنامه کودکان استثنایی، 2(4)، 332-323. http://joec.ir/article-1-477-fa.html
گوروئی، م.، خیر، م و هاشمی، ل. (1390). بررسی رابطه بین کمال گرایی و خودپنداره تحصیلی با توجه به نقش واسطه ­ای اهمال کاری تحصیلی در دانشجویان. روش­ ها و مدل­ های روان­شناختی، 2، 149-137. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=193777
وطن خواه محمد آبادی، م.، کافی، م.، ابوالقاسمی، ع و شاکرنیا، ا. (1400). اثربخشی شناخت درمانی مبتنی بر ذهن­ آگاهی با تعامل شاخص توده بدنی بر کنترل وزن، کارکردهای اجرایی و تنظیم هیجان دانش ­آموزان نوجوان. روانشناسی مدرسه و آموزشگاه، 10(2)، 181-203. http://jsp.uma.ac.ir/article_1229_6e6507442396b93c76f9b2620a40a7f4.pdf
References
Amini, A., Salehi, K., Tohidi Tabar, F., Bakhshoodehnia, I., & Salmani, K. H. (2021). Effectiveness Group Games in Prevention of School Anxiety and Improve Educational Self-Thought Students. Journal of Psychology and institutions, 10(1), 18-31. http://jsp.uma.ac.ir/article_1125.html
Alroudhan, H. E. (2018). The effect of neuro-linguistic programming coaching on learning english. International Journal of Applied Linguistics and English Literature, 7(4), 184-190.[DOI.org/10.7575/aiac.ijalel.v.7n.4p.184]
Arfaa Baloochi, F., & Gaffari, A. (2010). The examination of relationship between achievement motivation, academic self-concept and anxiety in graduate students of ferdowsi university of mashhad. Research in Clinical Psychology and Counseling. 1(2), 121-136. (Persian). [Doi: 10.22067/IJAP.V1I2.8204].
Ataei, F., Ahmadi, A., Kiamanesh, A. R., & Saif, A. A. (2020). The effectiveness of mindfulness practice in increasing academic motivation among high school students. Journal of School Psychologh and institutions, 8(4), 176-199. [Doi: 10.22098/JSP.2020.871].
Bull, L. (2007). Sunflower therapy for children with specific learning difficulties (dyslexia): a randomised, controlled trial. Complementary therapies in clinical practice, 13(1), 15-24. [doi: 10.1016/j.ctcp.2006.07.003].       
Crego, A., Yela, J. R., Gomez-Martinez, M. A., Riesco-Matías, P., & Petisco-Rodríguez, C. (2021). Relationships between mindfulness, purpose in life, happiness, anxiety, and depression: testing a mediation model in a sample of women. International Journal of Environmental Research and Public Health, 18(3), 925. [doi: 10.3390/ijerph18030925].
Chaulia, A. (2020). Effectiveness of neuro-linguistic programming on various dimensions of academic self-Concept among institutionalized orphans. Doctoral dessertation, Panjab University. http://hdl.handle.net/10603/342270
Franco, C., Manas, I., Cangas, A. J., & Gallego, J. (2010). The applications of mindfulness with students of secondary school: results on the academic performance, self-concept and anxiety. In World Summit on Knowledge Society (pp. 83-97). Springer, Berlin, Heidelberg. https://link.springer.com/chapter/10.1007/978-3-642-16318-0_10
Galante, J., Dufour, G., Benton, A., Howarth, E., Vainre, M., Croudace, T. J., &Wagner, A. P., Stochl, J., & Jones, P. B. (2016). Protocol for the mindful student study: a randomised controlled trial of the provision of a mindfulness intervention to support university students' well-being and resilience to stress. BMJ open, 6(11), e012300. [Doi: 10.1136/bmjopen-2016-012300].
Glozman, J. (2015). Developmental neuropsychology: learnin disabilities and remediation. The open behavioral science journal, 9, 1-12. [DoI: 10.2174/1874230001509010012].
Ghaderi, M., Baezzat, F., & Dehghan, H. (2018).  Comparison of humor styles and social skills between high school students with and without specific learning disability disorder. Middle Eastern Journal of Disability Studies, 68(8), 1-6. (Persian). http://jdisabilstud.org/article-1-721-fa.html
Gourouvi, M., Khayer, M., & Hashemi, L. (2012). Investigating the relationship between perfectionism and academic self-concept with regard to the mediating role of academic procrastination in students. Psychological Methods and Models, 2, 149-137.  https://www.sid.ir/fa/journal/ViewPaper.aspx?id=193777
Hakeem, M. L., & Yesuraja, M. (2018). Effectiveness Of nlp in enhancing the self-esteem among the adolescence. Pramana Research Journal, 8(10), 208-201.  https://www.pramanaresearch.org/gallery/prj-p290.pdf
Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: a cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 31-37. [Doi:10.1007/BF03024964].
Mohammadesmaeil E, Hooman H A. (2003). Adaptation and standardization of the iran key-math test of mathematics. Journal of Exceptional Children. 2(4), 323-332. (Persian). http://joec.ir/article-1-477-en.html
Moradi A., Hoseini M., Karami Nouri R., Hassani J., & Parhoon, H.  (2016). Reliability and validity of reading and Ddyslexia test (NEMA). Advances in Cognitive Sciences, 18(1), 22-34. (Persian).  http://icssjournal.ir/article-1-409-en.html
Moradi, S., Mohammad rezaei, A., & Tale pasand, S. (2017). Making and validating a written language disorder tool for elementary one to sixth grade. Journal of learning disabilities, 8(2), 99-124. http://jld.uma.ac.ir/article_759.html
 
Morris, E. M. J., Johns, L. C., & Oliver, J. E. (2013). Acceptance and commitment therapy and mindfulness for psychosis. London: John Wiley & Sons. [Doi:10.1002/9781118499184].
Nompo, R. S., Pragholapati, A., & Thome, A. L. (2021). Effect of neuro-linguistic programming (NLP) on anxiety: a systematic literature review. KnE Life Sciences, 496-507. [Doi: 10.18502/kls.v6i1.8640].
Nunez, J. C., Rodríguez, C., Tuero, E., Fernández, E., & Cerezo, R. (2020). Prior academic achievement as a predictor of non-cognitive variables and teacher and parent expectations in students with learning disabilities. Learning Disability Quarterly, 1-13. [DOI.org/10.1177%2F0731948720925402]
Ongen, D. E. (2010). Cognitive emotion regulation in the prediction of depression and submissive behavior: gender and grade level differences in turkish adolescents. Procedia Social and Behavioral Sciences, 9, 1516–1523.  [DOI.org/10.1016/j.sbspro.2010.12.358]
Palomino, M. D. C. P. (2017). An analysis of self-concept in students with compensatory education needs for developing a mindfulness-based psychoeducational program. SAGE Open, 7(2), 1-11. [DOI.org/10.1177%2F2158244017708818]
Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidencebased systematic review and meta-analysis. Computers & Education, 114(3), 139-163. [Doi: 10.1016/j.compedu.2017.06.005].
Porparizi, M., Towhidi, A., & Khezri Moghadam, A. (2018). The effect of mindfulness on academic achievement, and academic adjustment: the mediation role of academic self-concept. Journal of Positive Psychology Research, 4(3), 29-44. (Persian). [Doi: 10.22108/PPLS.2018.111795.1464].
Randal, C., Pratt, D., & Bucci, S. (2015). Mindfulness and self-esteem: a systematic review. Mindfulness, 6(6), 1366-1378. [Doi: 10.1007/s12671-015-0407-6].
Ready, R., & Burton, K. (2012). Neuro-verbal programming, NLP. Translated by Farshid Ghahremani (1398), Third Edition, Tehran: Avand Danesh Publications. (Persian). https://www.fordummies.ir/ProductDetails.aspx?pid=46
Savardelavar, M., & Kuan, G. (2017). The use of neuro-linguistic programming as an educational-therapeutic programme: two Case studies. Education in Medicine Journal, 9(1). 49-58. [DOI.org/10.21315/eimj2017.9.1.5]
Silva, D. (2017). Contributions of neurolinguistic programming in school education. EC Neurology, 1, 10-13. Retrieved from https://www.ecronicon.com/ecne/si/ECNE-01-SI-04.pdf
Sharif, S., & Aziz, E. A. (2015). Application of neuro-linguistic programming techniques to enhance the motivation of at-risk student. International E-Journal of Advances in Education, 1(1), 42-48. [Doi: 10.18768/ijaedu.65269].
Trautner, M., & Schwinger, M. (2018). Differentiation of academic self-concept in primary school students with mild learning difficulties: A factor mixture analysis approach. Learning and Individual Differences, 65, 20-29. [DOI.org/10.1016/j.lindif.2018.05.004]
Vatan khah Mohammad Abadi, M., Kafi, M., Abolghasemi, A., & Shakernia, A. (2021). The Effectiveness of Mindfulness-Based Cognitive Therapy with Interaction of Body Mass Index on Weight Control, Executive Functions and Emotion Regulation in adolescent Students. Journal of Psychology and institutions, 10(2), 181-203. http://jsp.uma.ac.ir/article_1229_6e6507442396b93c76f9b2620a40a7f4.pdf
Walsh, K. E. (2018). Self-concept in middle year students with learning disabilities. Doctoral dissertation, University of British Columbia. https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0372955
Ziadat, A. H. (2021). Online learning effects on students with learning disabilities: Parents perspectives. Cypriot Journal of Educational Sciences, 16(2), 759-776. [Doi: 10.18844/cjes.v16i2.5656].
Journal of Learning Disabilities
Volume 11, Issue 4
July 2022
Pages 91-103

Files

Share

How to cite

Statistics