Volume 19, Issue 4 (Pajouhan Scientific Journal, Summer 2021)
Pajouhan Sci J 2021, 19(4): 43-51 |
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Rashidi A, Faramarzi S, Rahmani Malekabad M. Comparison of the Academic Help-Seeking and Meanings of Education in Deaf, Blind and Normal Students. Pajouhan Sci J 2021; 19 (4) :43-51
URL: http://psj.umsha.ac.ir/article-1-792-en.html
URL: http://psj.umsha.ac.ir/article-1-792-en.html
Comparison of the Academic Help-Seeking and Meanings of Education in Deaf, Blind and Normal Students
1- 1 Ph.D. Student, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2- Associate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran ,edu.ui.ac.ir
3- Ph.D. Student, Department of Assessment and Measurement, Faculty of Psychology and Education, Allameh Tabatabai University, Tahrn, Iran
2- Associate Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran ,
3- Ph.D. Student, Department of Assessment and Measurement, Faculty of Psychology and Education, Allameh Tabatabai University, Tahrn, Iran
Abstract: (1521 Views)
Background and Objectives: The present study aimed to compare the academic help-seeking and meaning of education in deaf, blind, and normal students.
Materials and Methods: The research method was causal-comparative. The statistical population included blind, deaf, and normal high school students in Isfahan. A total of 36 students were selected using the convenience sampling method and then divided into two groups (18 people) due to the limited statistical population of deaf and blind and input criteria. In the following step, 18 normal students were selected. Data were collected using Ryan and Pentrich's (1997) academic help-seeking and King and Smith's (2006) meaning of education (MOE) Scales and analyzed MANOVA, Tukey’s test, and SPSS Software (Version 24).
Results: The results indicated that the three groups were significantly different in the avoidance of help-seeking and meaning of education (P<0.01). Furthermore, there was a significant difference in the general components of meaning of education in the profession, independence, future, learning, self, next step, social, and the world terms (P<0.05). But no significant difference was observed in the component of adaptive and escape between groups (P<0.05).
Conclusions: The results revealed that deaf students avoid help-seeking and use less cognitive and metacognitive strategies when faced with academic difficulties. Blind students have also problems with the meaning of education. Therefore, based on the results, it is suggested that help-seeking strategies and improving beliefs in the meaning of education in the profession, independence, hope for the future, learning, and social interaction should be considered to promote cognitive and metacognitive processes in deaf and blind students.
Materials and Methods: The research method was causal-comparative. The statistical population included blind, deaf, and normal high school students in Isfahan. A total of 36 students were selected using the convenience sampling method and then divided into two groups (18 people) due to the limited statistical population of deaf and blind and input criteria. In the following step, 18 normal students were selected. Data were collected using Ryan and Pentrich's (1997) academic help-seeking and King and Smith's (2006) meaning of education (MOE) Scales and analyzed MANOVA, Tukey’s test, and SPSS Software (Version 24).
Results: The results indicated that the three groups were significantly different in the avoidance of help-seeking and meaning of education (P<0.01). Furthermore, there was a significant difference in the general components of meaning of education in the profession, independence, future, learning, self, next step, social, and the world terms (P<0.05). But no significant difference was observed in the component of adaptive and escape between groups (P<0.05).
Conclusions: The results revealed that deaf students avoid help-seeking and use less cognitive and metacognitive strategies when faced with academic difficulties. Blind students have also problems with the meaning of education. Therefore, based on the results, it is suggested that help-seeking strategies and improving beliefs in the meaning of education in the profession, independence, hope for the future, learning, and social interaction should be considered to promote cognitive and metacognitive processes in deaf and blind students.
Type of Study: Research Article |
Subject:
Health Sciences
Received: 2021/09/7 | Accepted: 2021/09/1 | Published: 2021/09/1
Received: 2021/09/7 | Accepted: 2021/09/1 | Published: 2021/09/1
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