Examining the impact of teaching social problem solving on the self-esteem of students with learning disorders

Sedigheh Davoodi and Mahin Askari

Abstract


This research was done to examine the impact of teaching social problem solving on students’ self-esteem, who are suffering from learning disorders. The survey was an experimental research consisting of pretest and posttest phases with experimental and control groups. Its statistical population included all students aged 12-16 from Bandar Abass 1st school district who were diagnosed with learning disorders (35 students). A sample of 32 students was randomly selected from this population using Kukran formula in two groups of 16 (one as experimental group and the other as control group). A standard questionnaire was used to collect data about solving social issues and self-esteem. The statistical methods of co-variance analysis were used to analyze data, with the obtained results showing: teaching how to solve a social issue affects self-esteem and its components (general self-esteem, family self-esteem, social self-esteem, job/educational self-esteem) for students with learning disorders.

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References


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