Effectiveness of teaching self-compassion on subjective vitality and loneliness feeling in students with Learning Disability

Document Type : Original Article

Authors

1 PhD student in Psychology, Islamic Azad University, Najafabad Branch, Najafabad, Iran

2 PhD in Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Young and Elite Researchers Club, Isfahan, Iran

Abstract

The objective of the present study was to investigate the effectiveness of self-compassionon subjective vitalityand loneliness feeling in students with Learning Disability. The research method of the present study was experimental with pretest, posttest and control group research design. The statistical population of present study included all high-school students with Learning Disability in Isfahan City in academic year 2017-18. A multistage cluster sampling method was used to selecting the sample. Accordingly, 30 students with Learning Disabilities were selected by cluster sampling and randomly assigned to experiment and control groups. Before administering the independent variable, pretest was taken from both groups. The tools in the present study included Learning Difficulties Questionnaire (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011), Subjective Vitality(Ryan and Fredrick, 1997) and the Children's Loneliness Scale (Asher, Hymel and Renshaw, 2011). Then the experimental group received 8 teaching sessions in two-and-a-half months. The acquired data were analyzed through ANCOVA method. The results showed that teaching self-compassionhas had significant effect on subjective vitality and loneliness feeling in the students with Learning Disability (p<0.001) in a way that this type of teaching was able to increase subjective vitalityand decrease loneliness feeling in the students with Learning Disability. Considering the results of the study, teaching self-compassioncan be employed to improve subjective vitalityand decrease loneliness feeling in the students with Learning Disability.

Keywords

References

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Empowering Exceptional Children
Volume 11, Issue 1
June 2020
Pages 85-73

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History

  • Receive Date: 05 November 2018
  • Revise Date: 15 March 2019
  • Accept Date: 17 June 2020

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