The Effect of Teaching Positive Attributional Style Strategies on Self-Esteem and  Self-Concept in Children with Dyslexia

HosseinKhanzadeh, Abbas Ali; Mihandoost, Neusha; Kafie, Moosa

doi:10.22051/jontoe.2023.44142.3799

The Effect of Teaching Positive Attributional Style Strategies on Self-Esteem and Self-Concept in Children with Dyslexia

Document Type : Research Paper

Authors

¹ Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

² MA in Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

³ Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran

10.22051/jontoe.2023.44142.3799

Abstract

The aim of the present study was to determine the effectiveness of teaching positive attributional style on self-esteem and reading self-concept in students with dyslexia. This research was experimental and had a pretest-posttest design along with a control group. The statistical population consisted of all the students with dyslexia in Rasht who were studying in learning disability centers in the academic year 2019-2020. To select the samples, one center was randomly selected from the existing learning disability centers, and then 30 students with dyslexia were randomly selected and assigned to case and control groups of 15. Data were collected using the Reading and Dyslexia Test (Karmi Noori and Moradi, 2008) to diagnose dyslexia in the students, and using the Self-Esteem Scale (Pep et al., 1989) and the Reading Self-Concept Scale (Chapman & Tunmer, 1995) in both pretest-posttest stages in the two groups. The case group received an intervention consisting of 11 sessions of positive attribution retraining in 45-minute sessions held twice a week, and the control group received no intervention. Finally, the data were analyzed in SPSS version 26 using the univariate analysis of covariance and independent t-test. Based on the results obtained from the data analysis, positive attribution retraining led to a significant increase in self-esteem and reading self-concept in students with dyslexia in the case group compared to the controls. It can therefore be concluded that, by changing individuals' maladaptive beliefs and thought habits at the time of failure, positive attributional styles can improve self-esteem and reading self-concept.

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