اثربخشی آموزش راهبردهای سبک ‌اسناددهی مثبت بر حرمت خود و خودپنداشت خواندن کودکان نارساخوان

هدف این پژوهش تعیین اثربخشی آموزش سبک‌ اسناددهی مثبت بر حرمت خود و خودپنداشت خواندن در دانش‌آموزان نارساخوان بود. پژوهش با روش آزمایشی و طرح پیش‌آزمون و پس‌آزمون انجام شد و شامل یک گروه آزمایشی و یک گروه کنترل بود. جامعۀ آماری پژوهش شامل تمام دانش‌آموزان نارساخوان شهر رشت در سال تحصیلی 1399-1398 بود. نمونه‌گیری به‌صورت تصادفی انجام شد و 30 دانش‌آموز نارساخوان به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. داده‌ها با استفاده از آزمون‌ خواندن و نارساخوانی (کرمی‌نوری و مرادی، 1387)، برای تشخیص نارساخوانی در دانش‌آموزان و با استفاده از مقیاس حرمت خود (پپ و همکاران، 1989) و مقیاس خودپنداشت خواندن (چپمن و تانمر، 1995)، در مرحلۀ پیش‌آزمون پس‌آزمون در گروه آزمایش و کنترل گرد‌آوری شد. گروه آزمایش برنامۀ مداخله ای بازآموزی اسنادی مثبت را در 11 جلسۀ 45 دقیقه‌ای که 2 بار در هفته برگزار شد و گروه کنترل مداخله‌ای دریافت نکرد. در نهایت داده‌ها با نرم‌افزار spss نسخۀ 26 و با استفاده از روش‌های آماری تحلیل کواریانس تک‌متغیری و آزمون t مستقل تحلیل شد. نتایج نشان داد که آموزش سبک اسناددهی مثبت منجر به افزایش معنادار حرمت خود و خودپنداشتِ خواندن در دانش‌آموزان نارساخوان گروه آزمایش شد. با توجه به نتایج به‌دست آمده می‌توان نتیجه گرفت که سبک های اسناددهی مثبت با تغییر در باورها و عادت‌های فکری ناسازگارانه‌ افراد به هنگام شکست، باعث بهبود حرمت خود و خودپنداشتِ خواندن شده‌ است.

the effect of teaching positive attributional style strategies on self-esteem and reading self-concept in children with dyslexia

the aim of the present study was to determine the effectiveness of teaching positive attributional style on self-esteem and reading self-concept in students with dyslexia. this research was experimental and had a pretest-posttest design along with a control group. the statistical population consisted of all the students with dyslexia in rasht who were studying in learning disability centers in the academic year 2019-2020. to select the samples, one center was randomly selected from the existing learning disability centers, and then 30 students with dyslexia were randomly selected and assigned to case and control groups of 15. data were collected using the reading and dyslexia test (karmi noori and moradi, 2008) to diagnose dyslexia in the students, and using the self-esteem scale (pep et al., 1989) and the reading self-concept scale (chapman tunmer, 1995) in both pretest-posttest stages in the two groups. the case group received an intervention consisting of 11 sessions of positive attribution retraining in 45-minute sessions held twice a week, and the control group received no intervention. finally, the data were analyzed in spss version 26 using the univariate analysis of covariance and independent t-test. based on the results obtained from the data analysis, positive attribution retraining led to a significant increase in self-esteem and reading self-concept in students with dyslexia in the case group compared to the controls. it can therefore be concluded that, by changing individuals’ maladaptive beliefs and thought habits at the time of failure, positive attributional styles can improve self-esteem and reading self-concept.introductionchildren often start learning to read and write directly from books. with minimal instruction, they become good readers. meanwhile, around 5 to 15 percent of the learning population finds reading difficult (primasari supena, 2021). children who have trouble learning to read are known as children with dyslexia. this group of children often does not get the necessary educational support in their regular schools and notice the difference between their own performance and that of their classmates, and this poorer performance begins to exert its effects on them as compromised self-esteem and reading self-concept (nalavany et al., 2011, p. 7). children with dyslexia take on a negative attributional style due to their repeated failures; that is, they attribute their failures to ability, effort, task difficulty, and chance (masoumi et al., 2013). as gibi-lursuc et al. (2021, p. 15) showed in their research, individuals with literacy difficulties or dyslexia may be at a greater risk of developing a negative self-perception as learners and might feel a lack of overall self-worth. therefore, it can be argued that negative attributions cause them to develop a set of beliefs that have detrimental consequences for their future achievements. thus, treating this disorder requires helping these students establish a connection between their efforts and successes, which will help increase their motivation (woodcock and jiang, 2018). seligman’s positive attribution retraining is one of the approaches used to counter learned helplessness and attributional errors (seligman et al., 2005, p. 9). in one study, martan et al. (2023, p.2) showed that positive attribution retraining is one of the most effective and useful approaches in this regard, as it helps change pessimistic attributions to optimistic ones. fostering a positive attitude toward learning disabilities motivates these students to read their lessons. in other words, the origin of attribution retraining is the way one thinks about causes. undoubtedly, a positive attitude is one of the main mechanisms of learning; individuals with this attitude consider themselves in possession of the necessary cognitive structures. instead of attributing failures to uncontrollable factors, this group of individuals relates them to insufficient efforts or inappropriate strategies. that is, in the face of adverse life situations and events, they believe that they have the competence to solve all problems (eskandari et al., 2020). thus, given the relationship between attributional styles and psychological indices and their importance in the academic advancement of students with learning disabilities, this study examines the following hypotheses: can teaching positive attributional style strategies raise self-esteem in children with dyslexia? and can teaching positive attributional style strategies improve reading self-concept in them as well?methodologyafter obtaining an introduction letter from guilan university and presenting it to guilan provincial department of education, permission was granted by the exceptional education department to visit the learning disability centers in rasht. since the statistical population in this study consisted of all students with dyslexia in rasht who were studying in learning disability centers in the academic year 2019-2020, to select the samples, one center was randomly selected from the three existing public learning disability centers. then, to select the samples and go through the diagnostic stages (diagnosis at the ld test center called zadbakhsh learning disability center), 30 students with dyslexia were randomly selected. then, after obtaining consent from the parents for their children’s participation in the research, the children were randomly assigned to two groups of 15, including the case (ten boys, five girls) and control (nine boys, six girls) groups. the case group received 11 sessions of an educational program consisting of positive attribution retraining in 45-minute sessions held twice a week at zadbakhsh learning disability center, and the control group only received the usual training provided by the center. it should be noted that at the end of the study, a summary of the intervention program was also given to the control group in a few sessions to comply with the ethics of carrying out experimental research. spss-26 software was utilized to analyze the data using the univariate ancova and the independent t-test.resultsto determine the effectiveness of teaching positive attributional style strategies on self-esteem in children with dyslexia, the univariate ancova was used. to examine the results yielded by this test, the assumptions of homogeneity of variances and homogeneity of regression slope were investigated. given the insignificant results yielded by levene’s test (f(1,26)=0.015, p=0.903) and the regression slope (f(2,25)=1.859, p=0.140), the use of the univariate ancova was deemed permissible. according to table 1, the f statistic for self-esteem was 4.637 in the post-test, which is considered significant at the 0.05 level.the independent t-test was used to determine the effectiveness of teaching positive attributional style strategies on reading self-concept in children with dyslexia. the results of levene’s test to examine the homogeneity of variances showed that the variance of reading self-concept (p=0.580, levene=0.313) was equal. according to table 2, the mean score of reading self-concept was significantly higher in the positive attributional style training group than the mean obtained in the control group (p<0.001). therefore, this part of the hypothesis suggesting a significant difference between the case and control groups of children with dyslexia in terms of reading self-concept is confirmed.discussion and conclusionthe aim of this study was to determine the effectiveness of teaching positive attributional style strategies on self-esteem and reading self-concept in students with dyslexia. the results showed that teaching positive attributional style strategies improves self-esteem and