The Effect of Teaching Self-determination Skills on Optimistic Explanatory Style and Academic Identity of Primary Male Students with Learning Disabilities

Abstract

Introduction: This study aimed at examining the effects of teaching self-determination skills on the optimistic explanatory style and academic identity of primary male students with learning disabilities in Ahwaz city, Iran. Methods: The present study was a field experimental study with pre-test/post-test and follow-up. The sample consisted of 27 primary male students with learning disabilities who were enrolled in the academic year of 2013-2014. The participants were selected using the random sampling method, and randomly assigned into two groups of experimental and control. Data were collected using the Children's Attribution Style Questionnaire-Revised (CASQ-R) and Academic Identity Scale (AIS). Before teaching self-determination to the experimental group, the pre-tests of the optimistic explanatory style and academic identity were administrated to both groups. Then, the teaching package of self-determination was administered to the experimental group and no training was provided to the control group. After the completion of the course, the optimistic explanatory style and academic identity post-tests were administrated to both groups and seven weeks later were administrated again. Results: Results showed that teaching self-determination significantly increased the optimistic explanatory style (P < 0.002), and academic identity (P < 0.003) in these students. Also, the results indicated that teaching self-determination had a persistent effect on the optimistic explanatory style (P < 0.002) and academic identity (P < 0.002) over time. Conclusions: Teaching self-determination skills can increase the optimistic explanatory style and academic identity.

Designing and editing an empowerment education package (with self- determination approach) and its effectiveness on student math performance and beliefs (with low performance in this lesson)

“…The results of this research are in line with the results of the research, Research by Leon, Nunes and Lemon (2015), Abbasi andShahni Yilagh (1396), Brandenberg, Neuer andHascher (2018) and Frost (2007) but the results of this study were not in line with the results obtained from Farzan (2013) research. In general, it can be concluded that empowerment package training with selfdetermination approach can provide a very good platform for increasing performance and improving academic math beliefs of male and female students.…”