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The Effectiveness of Positive Self-Talks on Reducing Test Anxiety in Elementary Students with Dyslexia
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Abbas Asghari Sharabiani *   1, Akbar Atadokht1 |
| 1- Faculty of Psychology, University of Mohaghegh Ardabili |
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Abstract: (4796 Views) |
Background and Purpose: Dyslexia is the most common type of learning disability. Children with dyslexia have difficulty learning to read and write despite their normal intelligence. The aim of this study was to investigate the effectiveness of the positive self-talks on reducing test anxiety in male elementary students with dyslexia.
Method: The present study was a semi-experimental and pre-test-post-test with control group. The statistical population of the study consisted of all male students in the second grade of Bostanabad (East Azarbaijan) in the academic year of 1963-94. Using cluster random sampling and using the dyslexia index (Azizian & Abedi, 2006) and the test anxiety inventory (Philips, 1979), 32 Dyslexic students with test anxiety were selected as sample and randomly assigned in two experimental and control groups. The experimental group received eight sessions in positive self-talk classes, and the control group did not receive any training. After the end of the sessions, the test anxiety questionnaire was administered to both groups and the data were analyzed using SPSS software and covariance analysis.
Results: The results showed that the implementation of positive self-talk sessions significantly decreased test anxiety in experimental group students compared to control group (p <0.001).
Conclusion: Based on the results of the research, positive self-talk is a acceptable strategy for reducing dyslexic students' test anxiety. |
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| Keywords: Positive self-talk, test anxiety, dyslexia |
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Full-Text [PDF 1410 kb]
(1941 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2017/07/5 | Accepted: 2017/11/9 | Published: 2018/03/3
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