The effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities

The purpose of this study was to determine the effects of teaching cognitive, behavioral and affective skills on self-determination components in primary male students with learning disabilities in Ahwaz. The present study was a field experimental study with pre- post-test and follow-up. The variables were measured by Self-Determination Student Scale (SDSS). The sample consisted of 27 primary male students with learning disabilities who were enrolled in the school year of 2013-14, and were selected through simple random sampling method, and were randomly assigned to two groups (experimental and control). Before teaching cognitive, behavioral and affective skills to experimental group, the pre-tests of self-determination components )know yourself, value yourself, plan, act and experience outcomes and learn( were administrated to both groups. Then, the teaching package of cognitive, behavioral and affective skills was adminstred to the experimental group and no training was provided to the control group. After the completion of the course, self-determination components post-tests were administrated to both groups and seven weeks later were administrated again. Results of analysis of covariance indicated that teaching s cognitive, behavioral and affective skills causes a significant increase in know yourself (p<0.004), value yourself (p<0.001), plan (p<0.003), act (p<0.001) and experience outcomes and learn (p<0.002), in these students. Also, the results indicated that teaching cognitive, behavioral and affective skills has a persistent effect on know yourself (p<0.004), value yourself (p<0.006), plan (p<0.002), act (p<0.007) and experience outcomes and learn (p<0.005), over time. according to the results of this study teaching cognitive, behavioral and affective skills increased self-determination components in primary male students with learning disabilities.