Comperision of affective learning and error- orientated motivation between students with and without learning disabilities

Authors

1 Corresponding Author: Associate Professor of Psychology, University of Mohaghegh Ardabili

2 M.A. in Psychology, University of Mohaghegh Ardabili

3 Assistant Professor of Psychology, University of Mohaghegh Ardabili

4 Professor of Psychology, University of Mohaghegh Ardabili

Abstract

The current research was conducted in order to affective learning and error-orientated motivation in students with and without learning disabilities. The method of this study was causal-comparative. The statistical population of this study was composed of all elementary school students with learning disabilities in Ardabil in 1393. Thirty persons from this society selected by simple random sampling method and 30 persons from normal student selected by multistage clustering random sampling method as the sample. Data were collected using questioners of affective learning and error-orientated motivation. The gatherd data were analyzed by Multivariates analyze variance and independent t tests. Multivariate analysis of variance indicated that there are significant differences between the two groups of students in affect toward content, affect toward classes with these contents, error-oriented learning, error-oriented worry, and Error-Oriented Covering. The results of t test also showed that these two groups have meaningful differences with each other in affective learning (P<0/001). These results indicate that there are abnormalities in affective learning and the motivation to correct errors in children with learning disabilities.

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