تأثیر برنامه آموزشی خودتعیین گری بر خودکارآمدی اجتماعی نوجوانان با آسیب بینایی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی تأثیر آموزش خودتعیین گری بر خودکارآمدی اجتماعی در نوجوانان با آسیب بینایی انجام شد. این پژوهش با روش نیمه آزمایشی و با استفاده از طرح پیش آزمون پس آزمون با گروه گواه انجام شد. جامعه آماری شامل تمامی نوجوانان با آسیب بینایی شهر اصفهان می شد. نمونه شامل 20 نوجوان با آسیب بینایی از مرکز توان بخشی توکل و مدرسه شهید عابدی می شد که با روش نمونه گیری در دسترس انتخاب و با روش تصادفی به دو گروه تقسیم شدند که در هر گروه ده نفر وجود داشت. برای سنجش خودکارآمدی اجتماعی از مقیاس سنجش خودکارآمدی اجتماعی نوجوانان کنلی (1989) استفاده شد. گروه آزمایش در برنامه آموزش خودتعیین گری در 10 جلسه 60 دقیقه ای شرکت کردند؛ در حالی که گروه گواه در این برنامه شرکت نکردند. داده ها با استفاده از تحلیل کوواریانس چندمتغیری تجزیه وتحلیل شد. نتایج بیانگر تأثیر مثبت و معنادار مداخله بر خودکارآمدی اجتماعی و خرده مقیاس های آن در نوجوانان با آسیب بینایی بود (01/0 >p). بر اساس نتایج، خودتعیین گری از طریق تقویت مشارکت و تصمیم گیری به بهبود خودکارآمدی اجتماعی نوجوانان منجر می شود و می توان از این برنامه در مدارس و مراکز ویژه نوجوانان با آسیب بینایی استفاده کرد.Effectiveness of Self-determination Training Program on Social Self-efficacy in Adolescents with Visual Impairment
The present research aimed to investigate the effectiveness of self-determination training on social self-efficacy in adolescents with visual impairment. This research was conducted using a semi-experimental method and a pre-test-post-test design with a control group. The statistical population included all adolescents with visual impairment in Isfahan City. The sample included 30 adolescents with visual impairment from Tawakkul Rehabilitation Center and Shahid Abedi School, who were selected using the convenience method. They were randomly divided into two groups with ten people in each group. To measure social self-efficacy, Connolly’s Adolescents Social Self-Efficacy Scale (1989) was used. The experimental group participated in the self-determination training program in 10 sessions of 60 minutes, while the control group did not participate in this program. The data were analyzed using multivariate analysis of covariance. The results showed the positive and significant impact of intervention on social self-efficacy and their subscales in adolescents with visual impairment (p<0.01). Based on the results, self-determination through strengthening participation and decision-making improves adolescents’ social self-efficacy, and this program can be used in schools and special centers for adolescents with visual impairment.IntroductionVisual impairment has a significant impact on the psychological, educational, social, and economic experiences of each individual (Anley et al., 2022). Students with visual impairment face major challenges for active participation in family life, social interaction, interpersonal relationships, and leisure activities (Hallahan et al., 2023). These students may experience higher levels of anxiety and stress due to transportation problems, dependence on others, and daily life problems (Braakman & Sterkenburg, 2023). In general, they are challenged not only with problems caused by their visual impairment but also with specific problems of adolescence such as self-efficacy (Scally & Lord, 2019).Compared to their sighted peers, people with severe visual impairment strive less for self-efficacy and have less motivation for social interaction (Stribing et al, 2022). Considering that various factors such as motivation, rational belief, effective communication, self-management, and appropriate training affect the social self-efficacy of adolescents with visual impairment, the correction and improvement of these factors requires different educational and therapeutic methods and programs, such as self-determination training (Ashori, 2023). Self-determination is a theory in the field of human motivation that has evolved in terms of intrinsic and extrinsic motivation (Guay, 2022), and has many applications in fields such as personal growth, well-being, health, parenting, and education (Deci et al., 2017). Therefore, the main problem of the current study was to investigate the effect of self-determination training on social self-efficacy in adolescents with visual impairment. MethodThe current research is a semi-experimental type with a pre-test and post-test design with a control group. The statistical population included all adolescents with visual impairment aged 12 to 15 in Isfahan City in the academic year of 2022-2023. The research sample consisted of 20 people who were selected by the convenience sampling method from Tawakkul Rehabilitation Center and Shahid Abedi School and were replaced by a random method in an experimental group and a control group of 10 people. Connolly’s Adolescents Social Self-Efficacy Scale (1989) was used to evaluate both groups and their score was considered as a pre-test.The self-determination training program was implemented during 10 sessions of 60 minutes and 2 sessions per week for the experimental group, while the control group did not participate in this program. Both experimental and control groups were evaluated using the same Adolescents Social Self-Efficacy Scale after the implementation of the self-determination training program, and their score was considered as a post-test. Data were analyzed using univariate and multivariate analysis of covariance in SPSS 26 software. ResultsTo investigate the effectiveness of self-determination training on social self-efficacy in adolescents with visual impairment, univariate covariance analysis was used, the results of which are reported in Table 1. Table 1. Univariate analysis of covariance of the total score of social self-efficacySourceSSdfMSFSig.Eta2Test powerPre-test6245.6816245.681354.040.0010.981.00Group150.901150.9032.730.0010.610.94Error78.41174.61 Total146279.0020 According to the results of Table 1, it can be said that self-determination training had a positive and significant effect on the social self-efficacy of adolescents with visual impairment. According to the eta coefficient, it can be said that 61 percent of the change in the social self-efficacy of these adolescents comes from self-determination training. To determine the effectiveness of self-determination training on the subscales of social assertiveness, performance in social situations, participation in a group or social activity, aspects of friendship and intimacy, and helping or receiving help in adolescents with visual impairment, the statistical test of multivariate covariance analysis was used, the results of which are reported in Table 2. Table 2. Univariate analysis of covariance of social self-efficacy subscalesSource of groupSSdfMSFSig.Eta2Test powerSocial assertiveness22.93122.935.710.0360.370.86Performance in social situations41.94141.9414.970.0010.651.00Participation in a group or social activity68.33168.3321.020.0010.711.00Aspects of friendship and intimacy59.12159.1212.600.0010.641.00Helping or receiving help96.38196.3822.940.0010.721.00The results of Table 2 show that the effect of the intervention on all subscales is significant. Based on the eta coefficient, it can be stated that 37, 65, 71, 64, and 72 percent of the change in the scores of social assertiveness, performance in social situations, participation in a group or social activity, aspects of friendship and intimacy, and helping or receiving help, respectively. DiscussionThe results showed that self-determination training had a significant effect on improving the social self-efficacy of adolescents with visual impairment. Teaching self-determination skills helps people to have a rational view of their own and other people's conditions and to become more aware of their abilities (Hallahan et al., 2023). On the other hand, self-determination training was able to help people better understand self-management and problem-solving by creating effective communication between them and increasing individual motivation to increase their self-efficacy (Guay, 2022). Therefore, it is possible that this cycle has helped to improve social self-efficacy in adolescents with visual impairment, and it seems that teaching self-determination skills is useful and effective.The current study had a number of limitations. For example, the present study was conducted only on adolescents with visual impairment in centers and schools of Isfahan City. In addition, the sample size was relatively small. Therefore, an available sampling method was used. The lack of a follow-up phase was another limitation of the present study. It is suggested to conduct a follow-up test in future studies. Another suggestion is to use a random method for sampling. In different schools, self-determination program training can be used for adolescents and adults to strengthen their social .self-efficacy
تبلیغات
