Comparison of decision-making styles and academic boredom in students with and without special learning disabilities

Document Type : Research Paper

Authors

1 Associate Professor of Educational Administration, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran

2 Ph.D. Student in Educational Administration, Mohaghegh Ardabili University, Ardabil, Iran

3 Ph.D. Educational Administration, Mohaghegh Ardabili University, Ardabil, Iran

Abstract

The aim of this study was to compare decision-making styles and academic boredom in students with and without special learning disabilities. The statistical population of this study included all male students enrolled in the Learning Disabilities Center of Meshginshahr in the academic year of 2019-2020. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in Participated in this study. Two groups individually and with the presence of the researcher to decision style questionnaires. Academic boredom responded. The collected data were analyzed using descriptive statistics of mean and standard deviation and multivariate analysis of variance (MANOVA) test. The results showed that students with learning disabilities in the mean scores of rational decision style (F = 9.988), intuitive decision style (F = 6.493), dependent decision style (F = 7.209), decision style Instant withdrawal (F = 10.503) and academic boredom (F = 10.149) are significantly different from the normal group. According to these results, from a practical point of view, it is recommended to hold training workshops on teaching problem-solving strategies and creating motivation to reduce academic boredom by school counselors and psychologists.

Keywords

References

زارع، ح و اعراب شیبانی، خ. (1390). بررسی پایایی و روایی پرسشنامه سبک ­های تصمیم­ گیری در دانشجویان ایرانی. مجله پژوهش ­های روانشناختی، 14(2)، 125-112.  https://www.magiran.com/paper/1007189
نیک اندام کرمانشاهی، ح.، صفائی راد، ا.، عرفانی، ن و یار احمدی، ی. (1400). الگوی ساختاری دشواری تنظیم هیجانی و دلزدگی تحصیلی: نقش میانجی خود ناتوان­سازی تحصیلی در دانش ­آموزان. روان‌شناسی مدرسه و آموزشگاه، 10(4)، 123-138. http://jsp.uma.ac.ir/article_1460.html
نیکدل، ف.، کدیور، پ.،  فرزاد، و.ا و کریمی، ی. (1389). بررسی شاخص‌های روان‌سنجی پرسشنامه ادراک از کلاس. فصلنامه اندازه‌گیری تربیتی، 1(1)، 53 -3   https://jem.atu.ac.ir/article_2642.html
References
AlDababneh, K. A. & Al-Zboon, E. K. (2018). Understanding impulsivity among children with specific learning disabilities in inclusion schools. Learning Disability Quarterly, 41(2), 100-112. [DOI.org/10.1177/0731948717726497]
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Washing-ton, DC: Author. [DOI.org/10.1176/appi.books.9780890425596]
Aro, T. Eklund, K. Eloranta, A. K. N Earhi, V. Korhonen, E. & Ahonen, T. (2019). Associations between childhood learning disabilities and adult-age mental health problems, lack of education, and unemployment. Journal of Learning Disabilities, 52(1), 71–83. [DOI.org/10.1177/0022219418775118]
Bavolar, J. & Bacikova-Sleskova, M. (2020). Psychological protective factors mediate the relationship between decision-making styles and mental health. Current Psychology, 39(4), 1277-1286. [DOI.org/10.1007/s12144-018-9831-9]
Čopková, R. & Christenková, Z. (2021). The Effect of Dark Triad Traits on Decision-Making Styles. Psychological Thought, 14(1), 74. [DOI.org/10.37708/psyct.v14i1.556]
Cortiella, C. & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues (pp. 2–45). https://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf
Dewberry, C. Juanchich, M. & Narendran (2013). The latent structure of decision styles. Personality and Individual Differences, 54, 566–571. https://doi.org/10.1016/j.paid.2012.11.002.
Giovagnoli, S. Mandolesi, L. Magri, S. Gualtieri, L. Fabbri, D. Tossani, E. & Benassi, M. (2020). Internalizing symptoms in developmental dyslexia: a comparison between primary and secondary school. Frontiers in psychology, 11, 461. [DOI.org/10.3389/fpsyg.2020.00461]
Goegan, L. D. & Daniels, L. M. (2020). Students with LD at postsecondary: Supporting success and the role of student characteristics and integration. Learning Disabilities Research & Practice, 35(1), 45–56. [DOI.org/10.1111/ldrp.12212]
Görker, I. Bozatli, L. Korkmazlar, Ü. Karadağ, M. Y. Ceylan, C. Söğüt, C., & Turan, N. (2017). The probable prevalence and socio demographic characteristics of specific learning disorder in primary school children in Edirne. Archives of Neuropsychiatry, 54(4), 343-349. [DOI.org/10.5152%2Fnpa.2016.18054]
Goroshit, M. & Hen, M. (2019). Academic procrastination and academic performance: Do learning disabilities matter? Current Psychology, 40(9), 2490-2498. [DOI.org/10.1007/s12144-019-00183-3]
Harren, V. A. (1979). A model of career decision making for college students. Journal of Vocational Behavior, 14 (2), 119- 133. [DOI.org/10.1016/0001-8791(79)90065-4]
Hayden, S. C. Osborn, D. S. Peace, C. & Lange, R. (2021). Enhancing agency in career development via cognitive information processing theory. British Journal of Guidance & Counselling, 1-12. [DOI.org/10.1080/03069885.2020.1867703]
Hen, M. & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of learning disabilities, 47(2), 116-124. [DOI.org/10.1177/0022219412439325]
Hoffman, A. (2003). Teaching decision making to students with learning disabilities by promoting self-determination. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. https://files.eric.ed.gov/fulltext/ED481859.pdf
Kirby, K. N. & Finch, J. C. (2010). The hierarchical structure of self-reported impulsivity. Personality and Individual Differences, 48, 704–713. [DOI.org/10.1016/j.paid.2010.01.019]
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464–481. [DOI.org/10.1037/0033-2909.133.3.464]
Lipka, O. Khouri, M. & Shecter-Lerner, M. (2020). University faculty attitudes and knowledge about learning disabilities. Higher Education Research & Development, 3 9(5), 982–996. [DOI.org/10.1080/07294360.2019.1695750]
Margalit, M. (2010). Lonely children and adolescents: Self-perceptions, social exclusion, and hope. Springer Science & Business Media. [DOI.org/10.1007/978-1-4419-6284-3]
McGregor, K. K. Langenfeld, N. Van Horne, S. Oleson, J. Anson, M. & Jacobson,W. (2016). The university experiences of students with learning disabilities.Learning Disabilities Research & Practice: A Publication of the Division for Learning Disabilities, Council for Exceptional Children, 31(2), 90–102. [DOI.org/10.1111/ldrp.12102]
Niazov, Z. Hen, M. & Ferrari, J. R. (2021). Online and Academic Procrastination in Students with Learning Disabilities: The Impact of Academic Stress and Self-Efficacy. Psychological Reports, 0033294120988113. [DOI.org/10.1177/0033294120988113]
Nik Andam Kermanshahi, H., Safaei Rad, I., Erfani, N., & Yar Ahmadi, Y. (2022). Structural model of emotional stiffness dissolution and academic boredom: The mediating role of academic self-disability in students. Journal of School Psychology, 10(4), 123-138. http://jsp.uma.ac.ir/article_1460.html
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: exploring controlevalue antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531–549. [DOI.10.1037/a0019243]
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105. [DOI.org/10.1207/S15326985EP3702_4]
Pennington, B. F. McGrath, L. M. & Peterson, R. L. (2019). Diagnosing learning dis-orders: From science to practice (3rd ed). Guilford Press. [ISBN: 9781462545940]
Proper, Y. & Mirsky, J. (2013). “Why not to be a doctor?” People with learning dis-abilities tell about their success in academic studies. Mifgash. Journal of Educationand Social –Work, 37, 89–117 (in Hebrew). [https://www.jstor.org/stable/23693093]
Robinson, W. P. (1975). Boredom at school. British Journal of Educational Psychology, 4. [DOI.org/10.1111/j.2044-8279.1975.tb03239.x]
Rostamogli, Z. Khoshnoodnia Chomachaei, B. (2013). Comparing academic conscience and academic burnout in students with and without learning disabilities. Journal of Learning Disabilities, 2(3), 18-37. (Persian). [DOI.JLD-2-3-92-2-2]
Sainio, P. Eklund, K. Hirvonen, R. Ahonen, T. & Kiuru, N. (2021). Adolescents’ academic emotions and academic achievement across the transition to lower secondary school: The role of learning difficulties. Scandinavian Journal of Educational Research, 65(3), 385-403. [DOI.org/10.1080/00313831.2019.1705900]
Sarid, M. Meltzer, Y. & Raveh, M. (2020). Academic achievements of college graduates with learning disabilities vis-a-vis admission criteria and academic support. Journal of Learning Disabilities, 53(1), 60–74. https://psycnet.apa.org/doi/10.1177/0022219419884064
Scott, S. G. & Bruce, R. A. (1995). Decision-making style: The development and assessment of a new measure. Educational and psychological measurement, 55(5), 818-831. https://psycnet.apa.org/doi/10.1177/0013164495055005017
Sharp, J. G. Sharp, J. C. & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 35(2), 144-184. [DOI.org/10.1080/02671522.2018.1536891]
Sorour, A. S. Mohamed, N. & El-Maksoud, M. (2014). Emotional and behavioral problems of primary school children with and without learning disabilities: A comparative study. Journal of Education and Practice, 5(8), 1-11. https://www.researchgate.net/publication/269764224_Emotional_and_Behavioral_Problems_of_Primary_School_Children_With_and_Without_Learning_Disabilities_A_Comparative_Study
Tze, V.M.C., Daniels, L. M., Klassen, R.M., & Li, J. C.-H. (2013). Canadian and Chinese university students' approaches to coping with academic boredom. Learning and Individual Differences, 23, 32-43. https://psycnet.apa.org/doi/10.1016/j.lindif.2012.10.015
Yssel, N. Pak, N. & Beilke, J. (2016). A door must be opened: Perceptions of students with disabilities in higher education. International Journal of Disability, Developmental Education, 63(3), 384–394. [DOI.org/10.1080/1034912X.2015.1123232]

Files

Share

How to cite

Statistics