Volume 4, Issue 2 (June 2022)
IEEPJ 2022, 4(2): 377-387 |
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1- MA, Clinical Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran , samira.rezaei87@gimil.com
2- MA, Counseling, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3- MA, General Psychology, Ghods City Branch, Islamic Azad University, Ghods City, Iran
4- MA, Guidance and Consulting, Research Sciences Branch, Islamic Azad University, Tehran, Iran
2- MA, Counseling, Roudehen Branch, Islamic Azad University, Roudehen, Iran
3- MA, General Psychology, Ghods City Branch, Islamic Azad University, Ghods City, Iran
4- MA, Guidance and Consulting, Research Sciences Branch, Islamic Azad University, Tehran, Iran
Abstract: (1450 Views)
The aim of this study was to examine the effectiveness of positive thinking skills training on distress tolerance and quality of life in mothers of students with special learning disabilities. The method of the present study was quasi-experimental pretest-posttest with a control group. The statistical population of this study included all mothers of children aged 6 to 12 years with special learning disorders in Islamshahr, Iran in 2020. 30 mothers were selected by convenience sampling method and randomly assigned to experimental and control groups (15 people in each group). Simons and Gaher (2005) Distress Tolerance Scale and the World Health Organization Quality of Life Scale (2000) were used to collect data. In the experimental group, positive thinking skills training was performed in seven sessions. The control group did not receive any intervention during this period. Multivariate analysis of covariance was used to test the hypotheses. The results indicated that positive thinking skills training significantly increased distress tolerance and quality of life in mothers (P <0.01); In general, based on the results, teaching positive thinking skills is recommended as an effective intervention in increasing distress tolerance and quality of life in mothers of students with special learning disorders.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/01/16 | Accepted: 2022/04/14 | Published: 2022/06/1
Received: 2022/01/16 | Accepted: 2022/04/14 | Published: 2022/06/1
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