A comparison of peer acceptance, adjustment and self -perception in the students with learning disabilites and normal

رضايي جمالويي, حسن and ابوالقاسمي, دکتر عباس and نريماني, دکتر محمد and زاهد, دکتر عادل (2010) A comparison of peer acceptance, adjustment and self -perception in the students with learning disabilites and normal. Masters thesis, University of Mohaghegh Ardabili.

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Abstract

Learning disabilities are closely related to emotional, social and behavioral problems and have learning disorder is an adverse factor to academical achievement; specially if emotional, social and behavioral problems are outcomes of efforts for conquest learning disability and repeatedly failure. The purpose of this present research is to make a comparison on peer acceptance, adjustment and self perception between students with learning disability and students with low, moderate and high academical achievement. This research samples included 160 second grade guidance school students (40 with learning disability, 40 with low academical achievement 40 with moderate academical achievement and 40 with high academical achievement) who were selected using the cluster-random method among the students in the 1st and 2nd region of Ardabil. For data collection we used test sociomotrie Moreno, peer acceptance scale, california test personality, self perception scale, competence social scail, Revens matrices test and the author self-composed tests for reading, writing and math evaluation. Also, for control of intelligence variable, reven’s matrices test adminstrated on all of students. for analyses of dataes we used MANCOA, also we used follow up test (LSD) for compare of group’s means. The results showed that there is a meaningful difference between students with learning disability and students with low, moderate and high academic achievement in peer acceptance, academic adjustment, competence social and self perception. In contrast, results showed there is no significant difference in some subscale in variable and between students with learning disability and students with low, moderate and high academic achievement in academic adjustment no significant difference. The results of this research help therapists and counselors to treatment students with learning disorders and prepare them to encounter with learning, emotional, behavioral and social problems.

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