Comparison of the attribution styles and cognitive avoidance in students with special learning disorder and normal students

Authors

1 Associate Professor, University of Mohaghegh Ardabili

2 MA in Rehabilitation Counseling, University of Mohaghegh Ardabili

3 Ph.D. Student in Counseling, University of Mohaghegh Ardabili

10.22098/jld.2020.955

Abstract

The aim of this study was to compare the attribution styles and cognitive avoidance in students with and without special learning disabilities. The research design of this study was causal-comparative. Statistical population of this study consisted of all students with special learning disorder and normal children in Kermanshah in 2015-2016 academic year. Form this population, 30 normal children and 30 students with special learning disorder was selected through available sampling. The data were collected by Children Attribution Style Questionnaire-Revised (1998) and Saxton and Dugas cognitive avoidance questionnaire (2008). The data was analyzed through multivariate analysis of variance, MANOVA. The results showed that there is a significant difference between attribution styles and cognitive avoidance in students with special learning disorder and normal students (p < 0/001). Thus, a pessimistic explanatory style in students with specific learning disorder was more than that of normal students and cognitive avoidance in students with special learning disorder was more than that of normal students. Therefore, individual and group training of optimistic and cognitive engagement is necessary to improve the psychological state of students with special learning disabilities.

Keywords

References

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Journal of Learning Disabilities
Volume 9, Issue 4 - Serial Number 35
35
October 2020
Pages 73-88

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