Comparison of thinking styles and academic well-being in students with and without learning disabilities

Document Type : Research Paper

Authors

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

2 Master's degree in Educational Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.

10.22098/jld.2024.14819.2159

Abstract

Objective: The present study was conducted with the aim of comparing thinking styles and academic well-being in students with and without special learning disabilities.

Methods: The method of this research was comparative causality. The statistical population of this research included all male students enrolled in the learning disabilities center of Ardabil city in the academic year of 1402-1401. 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 research. Two groups answered individually and with the presence of the researcher to the questionnaires of thinking styles and academic well-being. The collected data were also analyzed using multivariate analysis of variance (MANOVA) test.

Results: The results showed that students with disabilities in the scores of first category thinking style (F=10.166), second category thinking style (F=1.433), third category thinking style (F=14.213), and changes in academic well-being (F=17/190) are significantly different from the normal group.

Conclusion: According to these results, from a practical point of view, it is recommended to hold educational workshops based on teaching thinking style strategies and creating motivation and efforts for academic progress and well-being by school counselors and psychologists.

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Journal of Learning Disabilities

Articles in Press, Accepted Manuscript
Available Online from 13 May 2024

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