أثر برنامج إرشادي معرفي سلوكي على دافعية الإنجاز لدى المراهقين ذوي صعوبات التعلم في دولة قطر
Failure of students with learning difficulties and failure experiences experienced by these students generates unpleasant emotional experiences that lead to a decrease in their motivation towards learning and generate a sense of powerlessness and lack of joy, so this current research aimed at ver...
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| Summary: | Failure of students with learning difficulties and failure experiences experienced by
these students generates unpleasant emotional experiences that lead to a decrease in
their motivation towards learning and generate a sense of powerlessness and lack of joy,
so this current research aimed at verifying the effectiveness of a counselling program
based on the cognitive behavioral approach on achievement motivation among students
with learning difficulties in the State of Qatar and measuring its effect on their academic
achievement. The researcher used the full experimental approach as a way of research.
The current research was conducted on a sample of )60 (adolescents were randomly
selected, aged )16-20( years with learning disabilities at Khalifa Secondary School for
Boys in Qatar. The sample was divided into two groups: the experimental group,
consisting of )30(students with learning disabilities, to whom the counselling program
was applied, and the control group, consisting of )30(students with learning disabilities
who were not exposed to the program's procedures. The tools of the study were as
follows: achievement motivation scale, achievement tests for basic subjects (Arabic -
English - mathematics) and the program for developing achievement motivation for
students with learning disabilities. The researcher compared the experimental and
control groups in a range of intermediate variables (mental age, intelligence, students’
grades in the achievement motivation scale, and students' grades in achievement tests).
MANOVA Test was used as a statistical method, and the research concluded that there were
statistically significant differences at (0.05) between the average grades of students of the
experimental group and the control group on the achievement scale and its dimensions
after the application of the programme and the differences were in favour of the
experimental group, the absence of statistically significant differences between the average
experimental group grades on the achievement motivation scale in pre-and the following
measurements. There are statistically significant differences between the average
experimental group scores and the control level of (0.05) in the academic tests of the basic
subjects after the application of the program and the differences in favour of the
experimental group, the absence of statistically significant differences between the average
ranks of the experimental group grades in the academic tests of the basic subjects in the
pre and following measurements. The research concluded with a set of recommendations
and proposals for future studies. |
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