Investigating the Efficacy of Mindfulness Training on Academic Self-Regulation and Progress among the Students with Dyscalculia
Author(s):
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Aim and
Methods and Materials: The research method was quasi-experimental with a pretest/posttest design and control group. The statistical population of the study consisted of students with dyscalculia in fourth and fifth grades of elementary school in the academic year of 2014-15. The subjects received special services at Sanandaj City, Iran, rehabilitation centers for students with dyscalculia. 30 subjects were randomly selected and assigned to two equal groups of control and experimental. The experimental group participated in a 10-session mindfulness training program, but the control group was just exposed to conventional training at rehabilitation centers. Before and after the program, Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell as well as researcher-made academic progress assessment test were administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.
Findings: Following the adjustment of pretest scores, compared to the control group, the experimental group enjoyed a significantly better self-regulation and academic progress (P
Background
The largest group of exceptional children who are enrolled in schools for exceptional children belongs to those with dyscalculia. The present study aimed to investigate the efficacy of mindfulness training on academic self-regulation and progress among the students with dyscalculia.Methods and Materials: The research method was quasi-experimental with a pretest/posttest design and control group. The statistical population of the study consisted of students with dyscalculia in fourth and fifth grades of elementary school in the academic year of 2014-15. The subjects received special services at Sanandaj City, Iran, rehabilitation centers for students with dyscalculia. 30 subjects were randomly selected and assigned to two equal groups of control and experimental. The experimental group participated in a 10-session mindfulness training program, but the control group was just exposed to conventional training at rehabilitation centers. Before and after the program, Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell as well as researcher-made academic progress assessment test were administered. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.
Findings: Following the adjustment of pretest scores, compared to the control group, the experimental group enjoyed a significantly better self-regulation and academic progress (P
Conclusions
In general, the findings of the present study are consistent with those of previous studies, which show that cognitive behavioral therapy (CBT)-based training has effectiveness on reducing psychological and academic problems of students with dyscalculia.Keywords:
Language:
Persian
Published:
Journal of Research in Behavioural Sciences, Volume:15 Issue: 4, 2018
Pages:
518 to 525
magiran.com/p1809288
دانلود و مطالعه متن این مقاله با یکی از روشهای زیر امکان پذیر است:
اشتراک شخصی
با عضویت و پرداخت آنلاین حق اشتراک یکساله به مبلغ 1,390,000ريال میتوانید 70 عنوان مطلب دانلود کنید!
اشتراک سازمانی
به کتابخانه دانشگاه یا محل کار خود پیشنهاد کنید تا اشتراک سازمانی این پایگاه را برای دسترسی نامحدود همه کاربران به متن مطالب تهیه نمایند!
توجه!
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
- پرداخت حق اشتراک و دانلود مقالات اجازه بازنشر آن در سایر رسانههای چاپی و دیجیتال را به کاربر نمیدهد.
In order to view content subscription is required
Personal subscription
Subscribe magiran.com for 70 € euros via PayPal and download 70 articles during a year.
Organization subscription
Please contact us to subscribe your university or library for unlimited access!