Comparison of Academic Well-being among with and without Cerebral Palsy Students

Articles in Press

Document Type : Original Article

Authors

1 Professor in Psychology and Education of Exceptional Children,, Educational Sciences Department, School of Education and Psychology, University of Tabriz, Tabriz,

2 education department, education faculty University of Tabriz

3 School of Educational Sciences and Psychology, University of Tabriz, Iran

Abstract

Background and Objectives: The aim of the current research was comparative study of academic well-being among students with and without cerebral palsy.

Methods: A causal-comparative design was the research design. The statistical population included students with and without cerebral palsy between the ages of 14 and 17 in Tabriz and Bukan City who were studying in 2019-2020 academic year. Using a convenience sampling method, 40 students with cerebral palsy and without it (as an equivalent with the cerebral palsy group) were selected. The Tuominen-soini et al.'s Academic Well-being inventory was used to collect the data.

Findings: Multivariate analysis of variance showed that except for the component of academic burnout, there was a significant difference between the two groups in all components of academic well-being.

Conclusion: In general, in academic well-being of people with cerebral palsy a combination of ecological factors, child factors, family, environment, school-related factors, family conflicts and marital satisfaction, child-parent interactions, psychosocial development, psychological factors and motivational factors are involved. Consideration should be given to the development of support and intervention programs.

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Main Subjects

Learner-based Curriculum and Instruction Journal

Articles in Press, Accepted Manuscript
Available Online from 21 December 2024

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History

  • Receive Date: 20 September 2024
  • Revise Date: 08 November 2024
  • Accept Date: 21 December 2024
  • First Publish Date: 21 December 2024
  • Publish Date: 21 December 2024

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