An exploration into self concept: A comparative analysis between the adolescents who are sighted and blind in India

Halder, Santoshi; Datta, Poulomee

doi:10.1177/0264619611428202

Cited by 32 publications

(28 citation statements)

References 26 publications

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“…No obstante, la mayoría de los estudios sugieren la necesidad de indagar más para obtener resultados sólidos en las investigaciones. (HALDER; DATTA, 2012;MISHRA;SINGH, 2012;DATTA, 2014DATTA, , 2015 De las aportaciones expuestas en la obra de BETANCOURT y VALADÉZ (2005) se extrae la necesidad de que el estudiante pueda aprovechar las capacidades personales con posterioridad, cambiar el papel del profesor como protagonista por un rol más accesible, regulando las tareas de una manera más cercana, favorecer la implicación del alumnado sin exclusión, aunque no forzando a los que no quieran, por timidez o vergüenza, además de favorecer el interés de los trabajos para que sean atractivos al alumnado. Coinciden estas aportaciones con las planteadas en el Modelo para la Estimulación del Pensamiento Creativo.…”

Section: Estudios Del Factor Creativo En Personas Con Discapacidad VIunclassified

Estudio de la creatividad de una perspectiva educativa en deficiencia visual

Prado

Gago

Álvarez

2018

EccoS

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rEsumEn: En el siguiente trabajo se plantea la importancia en la educación de elementos clave como son la creatividad y el pensamiento divergente. Esta exposición tiene como principal objetivo la revisión de los estudios de discapacidad visual y creatividad. Pretendemos una reflexión sistematizada de la estimación cuantitativa sintética de todos los estudios disponibles, planteando un marco teórico relacionando la creatividad en la educación de alumnos con deficiencia visual, aportándose valoraciones personales. Dentro de las conclusiones obtenidas, se evidencia la función del potencial creativo, por medio del pensamiento divergente en la creación de conceptos e ideas, para la resolución de problemas, con interés no solo en la educación, sino en cualquier ámbito de la vida.abstract: In the following work arises the importance in the education of key elements such as creativity and divergent thinking. This article has as main objective the review of the studies of visual disability and creativity. This study aims to a systematic reflection of the synthetic quantitative estimate of all of the available studies, posing a theoretical framework linking creativity in the education of students with visual impairment, providing personal assessments. Inside the findings evidenced the function of the creative potential, through divergent thinking in the creation of concepts and ideas, solving problems, with interest not only in education but in any area of life. https://doi.org/10.5585/EccoS.n47.7090 E c c o S -DE PRADO, D. Técnicas creativas y lenguaje total. Madrid: Narcea. 1988. A r t i g o s PRADO, J. E. l.; GAGO, A. R. A.; ALVAREZ, M. A. M. EccoS -Rev. Cient., São Paulo, n. 47, p. 397-418, set./dez. 2018. 413 DE PRADO, D. La creatividad, motor de la renovación esencial de la educación. Educrea Universidad de Santiago de Compostela: Lubrican. 2003. DE LA TORRE, S. Creatividad: Qué es, cómo medirla, cómo potenciarla. Barcelona, Sertesa. 1981. DE LA TORRE, S. Evaluación de la creatividad. Madrid, Escuela Española. 1991. DE LA TORRE, S. e MARÍN, R. Manual de la Creatividad. Barcelona: Ediciones Vicens Vives. Primera reimpresión. 2003.

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Section: Estudios Del Factor Creativo En Personas Con Discapacidad VIunclassified

Estudio de la creatividad de una perspectiva educativa en deficiencia visual

Prado

Gago

Álvarez

2018

EccoS

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“…Some researchers have reported that blind people compared to normal counterparts feel more lonely and isolated (Hadidi, & Khateeb, 2013); have weak self-concept (Halder, & Datta, 2012), weak body image (Pinquart, & Pfeiffer, 2012), low selfesteem (Papadopoulos, Montgomery, & Chronopoulou, 2013); suffer from more emotional problems (Pinquart, & Pfeiffer, 2012), depression and anxiety (Bolat, Dogangun, Yavuz, Demir, & Kayaalp 2011); experience more physical activity (Aslan, Calik, Kitis, 2012), limited social participation (Engel-Yeger, & Hamed-Dahe, 2013), and have lower compatibility and emotional intelligence. However, Bolat et al (2011) in their research tried to compare the blind and non-blind teen's self-concept and concluded that they did not have significant differences with each other with regard to their self-concept.…”

Section: An Epidemiology Study Conducted In Tehran In 2007mentioning

confidence: 99%

Attachment Styles and Self-Efficacy in Blind and Non-blind Female High School Students

Makkiyan

Malekitabar

Farahbakhsh

2016

PCP

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Objective: The present study aimed at investigating the relationship between attachment styles and self-efficacy in blind and non-blind female high school students in Tehran. Methods:The statistical population consisted of all female students studying in grades one or two in Tehran girl's high schools, in the academic year 2014. The study design was causal-comparative, conducted on 120 subjects consisting of 60 blind girls selected through convenient sampling method and 60 non-blind girls selected through randomized clustering sampling method. Data were collected through two questionnaires of attachment styles of Collins and Read (1990) (RAAS) and self-efficacy scale (SEQ-C) of Muris. To analyze the data, descriptive (mean and standard deviation) and inferential statistics (multivariate analysis of variance) were used. Results:The study results indicated a significant difference between blind and non-blind students' efficacy and attachment styles. Avoidance attachment style as well as emotional, social, and public efficacy of these two groups revealed no significant difference. Moreover, the results indicated a significant difference between anxiety attachment style and emotional, social, and public efficacy of these two groups (P>0.05). Finally, a significant difference was observed between secure attachment style and emotional, social, and general efficacy of blind and non-blind students. Conclusion:The blind and non-blind students are significantly different with regard to anxiety and secure attachment styles. However, their emotional, social, and academic self-efficacy seems to be the same. Although there was a significant difference between blind and non-blind students with regard to attachment styles, a significant association was seen between different dimensions of selfefficacy of blind and non-blind students (P<0.05).

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“…As well, Halder & Datta [17] in their study, that has been conducted to investigate the meaning of self-concept in sighted and blind adolescents according to sex, concluded that sighted boys have higher self-concept scores than sighted girls. However, there are no significant differences in self-concept scores of blind boys and girls.…”

Section: Introductionmentioning

confidence: 97%

Effectiveness of Cognitive-Behavioral Group Therapy on Self-Concept of Visually Impaired Adolescents

yaghotian¹,

Soleimanian²,

Darrodi³

2016

IRJ

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Objectives: The present study has been conducted to determine the effectiveness of cognitivebehavioral group-therapy on the development of visually impaired adolescents' self-concept. Methods:This study is a semi-experimental pre-test and post-test model. The study population consisted of visually impaired male students of the primary and secondary high school at the Omid-e-Mashhad Educational Center for the Blind in the 2014-2015 academic year. Beck's Self-Concept Scale was used as a research tool, and 20 students with scores one deviation standard below the mean were randomly selected and divided into experimental and control groups. The experimental group received nine weekly sessions of cognitive-behavioral therapies, each of 90 minutes. The post-test data analysis was performed by conducting SPSS using descriptive statistics methods (mean and standard deviation for the study variables and tables) and inferential statistics methods (including Kolmogorov-Smirnov test, t-test for independent groups, Lewin test, and co-variance test). Results:The results of covariance analysis revealed that the intervention of cognitive behavioral group counseling can significantly increase the self-concept among the participants of the experimental group. Discussion: Cognitive-behavioral group counseling sessions can improve the self-concept of visually impaired adolescents. Moreover, positive self-concept will increase their social interaction and mental health. A B S T R A C T

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An exploration into self concept: A comparative analysis between the adolescents who are sighted and blind in India

Cited by 32 publications

References 26 publications

Estudio de la creatividad de una perspectiva educativa en deficiencia visual

Estudio de la creatividad de una perspectiva educativa en deficiencia visual

Attachment Styles and Self-Efficacy in Blind and Non-blind Female High School Students

Effectiveness of Cognitive-Behavioral Group Therapy on Self-Concept of Visually Impaired Adolescents

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