درخت حوزه‌های تخصصی

This study aimed to evaluate the effectiveness of Motivational Interviewing (MI) in enhancing extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. A randomized controlled trial was conducted with 30 participants diagnosed with learning disabilities. Participants were randomly assigned to an intervention group (n = 15) receiving eight 90-minute sessions of MI or a control group (n = 15) receiving no intervention. Assessments were conducted at baseline, post-intervention, and at a five-month follow-up using the Student Engagement in Extracurricular Activities Scale (SEAS) and the Emotional Self-Efficacy Scale (ESES). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27. The intervention group showed significant improvements in extracurricular involvement (baseline mean = 25.67, SD = 3.12; post-intervention mean = 35.78, SD = 4.23; follow-up mean = 34.45, SD = 4.01) compared to the control group (baseline mean = 24.89, SD = 3.24; post-intervention mean = 25.12, SD = 3.30; follow-up mean = 25.05, SD = 3.28). Similarly, emotional self-efficacy scores significantly increased in the intervention group (baseline mean = 55.34, SD = 6.45; post-intervention mean = 68.23, SD = 7.01; follow-up mean = 66.45, SD = 6.78) compared to the control group (baseline mean = 54.78, SD = 6.51; post-intervention mean = 55.23, SD = 6.63; follow-up mean = 54.90, SD = 6.52). The ANOVA results indicated significant main effects of group and time, and significant interactions between time and group for both variables (p < .001). Motivational Interviewing significantly enhances extracurricular involvement and emotional self-efficacy among individuals with learning disabilities. These findings suggest that MI is an effective intervention for improving participation and emotional skills in this population.

This study aimed to evaluate the effectiveness of social skills training on enhancing self-determination and working memory in individuals with visual impairments. A randomized controlled trial design was used, involving 40 participants with visual impairments, randomly assigned to an intervention group (n = 20) and a control group (n = 20). The intervention group underwent ten 60-minute sessions of social skills training over four months, while the control group received no specific intervention. Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI), and working memory was measured using the Working Memory Questionnaire (WMQ). Data were collected at pre-intervention, post-intervention, and a four-month follow-up. Analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests were conducted using SPSS version 27. Participants in the intervention group showed significant improvements in self-determination from pre-intervention (M = 45.25, SD = 6.34) to post-intervention (M = 58.43, SD = 5.27) and at the four-month follow-up (M = 55.37, SD = 5.82). Similarly, working memory scores improved from pre-intervention (M = 39.18, SD = 7.24) to post-intervention (M = 51.22, SD = 6.05) and were maintained at follow-up (M = 48.76, SD = 6.50). The ANOVA results indicated significant main effects for self-determination (F(2, 76) = 41.52, p < .001, η² = 0.53) and working memory (F(2, 76) = 38.19, p < .001, η² = 0.50), as well as significant time x group interaction effects (self-determination: F(2, 76) = 32.35, p < .001, η² = 0.46; working memory: F(2, 76) = 31.88, p < .001, η² = 0.45). The findings demonstrate that social skills training is significantly effective in enhancing self-determination and working memory in individuals with visual impairments. These improvements were sustained over a four-month follow-up period, suggesting the potential of such interventions to positively impact cognitive and social functioning in this population.