Academic Well-Being and Self- Compassion in Students with and without Specific Learning Disability

Document Type : Research Paper

Authors

1 Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tabriz, Iran

2 Professor, Department of Educational Sciences and Psychology, Faculty of Educational Sciences, and Psychology, University of Tabriz, Tabriz, Iran

3 Master in Educational Psychology, Tabriz University, Tabriz, Iran

Abstract

The paper aims at comparing self-compassion and academic wellbeing in students suffering from specific learning (disabilities) disorder and normal students. This is a causal comparative research The statistical population of this study was all students of Tabriz in the academic year of 2017-2018. Fourty seven students were selected although available sampling. The normal group, too, was consisted of 60students They were chosen from some schools to be compared with the experimental group. To collect data, “Neff’s self compassion scale (long form)” and “school wellbeing questionnaires” (Breso, Salanova, and Schaufeli’s academic burnout questionnaires, student engagement questionnaire by salmela-aro et al., and school value assessment by Niemivirta) have been used and were analyzed using MANOVA The results of multivariate analysis of variance (MANOVA) showed that mean scores of normal students in self-compassion variable (except in isolation and self-judgment) and academic well-being (except academic burnout) were significantly less than students in learning disorder You had more (p <0.05). but there was no significant difference between the two groups in the human component and extreme equalization (p <0.05).

Keywords

References

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Journal of Learning Disabilities
Volume 11, Issue 1 - Serial Number 1
November 2021
Pages 64-79

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