Effectiveness of assertiveness skills training on academic self-concept in students with special learning disabilities with high and low school belonging

Document Type : Original Article

Authors

1 Professor, Department of Psychology, Faculty of economics and Social Science, University of Bu-Ali sina, Hamedan, Iran.

2 MSC. Department of Psychology, Faculty of economics and Social Science University of Bu-Ali sina, Hamedan, Iran.

3 Associate Professor, Department of Psychology, Faculty of economics and Social Science, University of Bu-Ali sina, Hamedan, Iran.

Abstract

 The aim of this study was to investigate the effectiveness of assertiveness skills on the academic self-concept of students with learning disabilities with a sense of high and low suspension to school. Research method was semi-experimental with pre-test and post-test design. The statistical population of the study included all students referred to Mehr Learning Special Medical Center in Tuyserkan, in the academic year 2019-2020; So that 32 stdents were selected as the sample by available sampling method from among student with special learning difficulties. The research tools included Academic Self-concept (ASC) and Student Sense of Connectedness Scale (SSCS). The sample was divided into two groups of 16 people with low and high sense of school connectedness based on Student Sense of Connectedness Scale. Then the individuals underwent 8 sessions of assertiveness skills training. Data were analyzed using paired t-test and one-way analysis of covariance using SPSST-23 software. The results showed that the teaching of assertiveness skills is effective on the academic self-concept in both groups with a sense of high and low connectedness to school. Also, the results of experiments and data analysis showed that teaching assertiveness to the students with high sense of connectedness was more effective in increasing the feeling of connectedness to school .Therefore, it is recommended that school counselors and the Rehabilitation and Education Center teach students with learning disabilities to learn spesific learning difficulties in educational and therapeutic situations.                  

Keywords

References

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Empowering Exceptional Children
Volume 13, Issue 2
January 2023
Pages 53-44

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History

  • Receive Date: 22 December 2021
  • Revise Date: 09 January 2022
  • Accept Date: 23 February 2022

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