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:: Volume 3, Issue 3 (Vol3 No3 Fall 2016 - 2016) ::
J Child Ment Health 2016, 3(3): 3-11 Back to browse issues page
Classroom Behavior Pattern and Academic Self-Handicapping in Students with Specific Learning Disabilities
Mohammad Narimani , Sanaz Einy * 1, Ramin Tagavy
Abstract:   (4427 Views)

Background and Purpose: Classroom behavior pattern and academic self-handicapping are important variables in academic failure of students with learning disabilities. Therefore, the aim of this study was to compare classroom behavior pattern and academic self-handicapping in students with and without specific learning disabilities.  

Method: This study is causal- comparative. The statistical population of this study consisted of all students with learning disabilities in learning disability centers and normal students in the Ardabil city in 2015-2016. 90 students with and without learning disability (45 students in each group) were selected by convenience sampling method. To collect data, questionnaire of classroom behavior (Shaffer, 1977) and academic self-handicapping scale (Midgley et al, 2000) were used. Data was analyzed with MANOVA method.

Results: The results showed that there are significant differences in classroom behavior pattern and academic self-handicapping between the two groups (p<0.01). In other words, students with learning disabilities had higher scores on academic self-handicapping variable and non-adaptive classroom behavior to the students without learning disability. Also, students with learning disability receive lower score in adaptive behavior than the students without learning disability.

Conclusion: Students with specific learning disabilities in comparison peers show less adapted classroom behavior and also use self-handicapping strategies more than other students. Implication of the findings is discussed in the paper.           

Keywords: Classroom behavior pattern, academic self-handicapping, specific learning disability
Full-Text [PDF 448 kb]   (1772 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/05/31 | Accepted: 2016/07/31 | Published: 2016/12/5
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Narimani M, Einy S, Tagavy R. Classroom Behavior Pattern and Academic Self-Handicapping in Students with Specific Learning Disabilities . J Child Ment Health 2016; 3 (3) :3-11
URL: http://childmentalhealth.ir/article-1-152-en.html


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Volume 3, Issue 3 (Vol3 No3 Fall 2016 - 2016) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
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