Volume 16, Issue 20 (5-2023)
JNIP 2023, 16(20): 1-8 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hassani M. The Role of Social Adjustment and Achievement Goals in Predicting Academic Engagement of Students with Learning Disabilities. JNIP 2023; 16 (20) :1-8
URL: http://jnip.ir/article-1-879-en.html
URL: http://jnip.ir/article-1-879-en.html
Master of Educational Psychology, Islamic Azad University, Science and Research Department, Tehran, Iran
Abstract: (1356 Views)
The purpose of this research is to investigate social adaptation and progress goals in predicting the academic involvement of students with learning disabilities. The statistical population of this study included all students with learning disabilities in Tehran in the academic year of 2011-2012, and 150 of them were selected by convenience sampling. The measurement tools in this research were Sinha and Singh's (1993) social adjustment questionnaires, Elliott and McGregor's (2001) achievement goals, and Rio's (2013) academic engagement questionnaires, which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that between social adjustment and academic involvement; And there is a relationship between achievement goals and academic engagement of students with learning disabilities. Also, the results of statistical analysis indicated that social adaptation and achievement goals are predictors of academic involvement of students with learning disabilities.
Type of Study: Research |
Subject:
Special
Received: 2023/04/21 | Revised: 2023/05/28 | Accepted: 2023/03/30 | Published: 2023/03/30
Received: 2023/04/21 | Revised: 2023/05/28 | Accepted: 2023/03/30 | Published: 2023/03/30
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
