نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس ارشد گروه روان‌شناسی، مرکز تحقیقات مراقبت در منزل، واحد دزفول، دانشگاه آزاد اسلامی، دزفول،ایران
2 استادیار گروه روان‌شناسی، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: The purpose of this study was to the effectiveness of Self-Directed Learning on social adjustment and academic vitality in students with learning disorder.
Method: The research method was an experiment with a pre-test and post-test design with a control group. The statistical population of the study included all students with learning disorder in Ahvaz. The sample size consisted of 30 students with learning disorder who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received 16 weekly 90-minute sessions of self-directed learning. The questionnaires used in this research included Sinha and Singh's adjustment questionnaire and Martin and Marsh's academic vitality questionnaire.. Data were analyzed using univariate analysis of SPSS version 22 software.
Results: The findings showed that between the experimental and control groups in terms of increased compatibility (F<14.54) and Academic vitality (F<37.19) had a significant difference (p<0.001).
Conclusion: According to the obtained results, it can be said that the self-directed learning training program was effective in improving the social adjustment and academic vitality of students with specific learning disorders. Therefore, it is suggested that specialists and therapists use this intervention to increase the social adjustment and academic vitality of students with specific learning disorders.
کلیدواژه‌ها [English]
)