Comparing the Effectiveness of Training of Self-Expression Skills and Self-Monitoring Strategies on Academic Self-Efficacy in Students with Learning Disability

Ahmadi, Shahnaz; Sheykholeslami, Ali; Nokhostin Goldoost, Asghar

doi:10.22098/jld.2024.14482.2147

Comparing the Effectiveness of Training of Self-Expression Skills and Self-Monitoring Strategies on Academic Self-Efficacy in Students with Learning Disability

Document Type : Research Paper

Authors

¹ Ph.D. Student of Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

² Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

³ Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

10.22098/jld.2024.14482.2147

Abstract

Objective: The purpose of this study was to comparing the effectiveness of training of self-expression skills and self-monitoring strategies on academic self-efficacy in students with learning disability.
Methods: The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic self-efficacy questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using Univariate Covariance Test.
Results: The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable.
Conclusion: Therefore, teaching self-expression skills and self-monitoring strategies are effective approaches to improve students' academic self-efficacy.

Keywords

Main Subjects

Learning disabilities

References

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