Medical Journal of the Islamic Republic Of Iran
مجله پزشکی جمهوری اسلامی ایران
Med J Islam Repub Iran
Medical Sciences
http://mjiri.iums.ac.ir
2
journal2
1016-1430
2251-6840
8
10.18869/mjiri
14
8888
13
en
jalali
1400
10
1
gregorian
2022
1
1
36
1
online
1
fulltext
en
The Effect of Self-Determination Activities on Communication and Interaction Skills and Academic Success (Grade Point Average) of Students at Risk of Emotional-Behavioral Disorders: A Randomized Controlled Trial
Rehabilitation
Rehabilitation
Original Research
Original Research
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-style:italic"><b><span style="font-size:9.0pt"><span style="font-style:normal">Background: </span></span></b><span style="font-size:9.0pt"><span style="font-style:normal">Students with emotional and behavioral disorders (EBD) have lower academic efficiency than students with other disabilities and exhibit high levels of problematic behaviors and low levels of social functioning. This research aims to investigate the impact of self-determination activities on communication skills and scholastic achievement of students at risk of emotional-behavioral disorders.</span></span></span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal"> <b>Methods:</b> The study was conducted through a randomized controlled trial during the academic year 2018-2019. The samples included 54 female students (14 to 16 years) at risk of emotional-behavioral disorders from secondary schools in Tehran, Iran. The sampling was conducted through a random cluster method. The applied tools encompass Youth Self-report and Assessment of Communication and Interaction Skills. Academic success was measured by students' grade point average (GPA) in two terms. The intervention was held in 8 sessions of 90 minutes, once a week, after the first term of academic of students for the intervention group and the control group did not receive any intervention during this period. The data were analyzed by SPSS-22, MANCOVA, T-test, and Chi-Square tests.</span></span></span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal"> <b>Results:</b> The results of the multivariate analysis of covariance analysis showed self-determination has an impact on communication skills (physicality, information exchange and relations) of students at risk of emotional-behavioral disorders (</span></span><span style="font-size:9.0pt">p</span><span style="font-size:9.0pt"><span style="font-style:normal"><0.05). Comparing the difference between the averages of the two students' means, it was found that there was a significant difference in the two groups after the intervention (</span></span><span style="font-size:9.0pt">p</span><span style="font-size:9.0pt"><span style="font-style:normal"><0.001). Also, after the intervention, there was no significant difference between the two groups but the GPA of students in the intervention group increased from 13.19 to 15.61.</span></span></span></span></span></span></span></span><br>
<span style="font-size:13pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span style="font-style:italic"><span style="font-size:9.0pt"><span style="font-style:normal"> <b>Conclusion: </b>The findings suggested self-determination is effective for academic success and communication skills of students at risk of emotional-behavioral disorders and can be used in educational programs for these students.</span></span></span></span></span></span></span></span>
EBD, Emotional Disorders, Behavior Problems, Academic Success, Self-Determination, Communication, Social Interaction, Social Skills
908
915
http://mjiri.iums.ac.ir/browse.php?a_code=A-10-5654-2&slc_lang=en&sid=1
Elahe
Hojati Abed
hojatiabed.e@iums.ac.ir
200319475328460072849
200319475328460072849
No
Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
Narges
Shafaroodi
shafarodi.n@iums.ac.ir
200319475328460072850
200319475328460072850
Yes
Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
Armin
Zareiyan
arminzj@yahoo.com
200319475328460072851
200319475328460072851
No
Department of Community Health, School of Nursing, AJA University of Medical Sciences, Tehran, Iran
Malahat
Akbarfahimi
akbarfahimi.m@iums.ac.ir
200319475328460072852
200319475328460072852
No
Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
Akram
Parand
akramparand@yahoo.com
200319475328460072853
200319475328460072853
No
School of Psychology, Tehran University, Tehran, Iran