A Comparison of Attributional and Resilience Style between Normal Students and Ones with Visual or Motor Disability Aged 15 to 19 Year-Old in Cities of Sari and Qaemshahr

• Main Authors: Mohammad Narimani, Masoud Talebi Jooybari, Abbas Abolqassemi
• Format: Article
• Language: fas
• Published: Allameh Tabataba'i University Press 2013-07-01
• Series: Ravānshināsī-i Afrād-i Istis̠nāyī
• Subjects: Attributional Style; Resilience; students with visual and motor disabilities
• Online Access: http://jpe.atu.ac.ir/article_812_7e36b255ef503c3c4cc932714fb7206e.pdf

The present paper aims at comparing the attributional style and resilience in students with visual or motor disabilities and normal students. In this applied and field research, the statistical population includes all normal and disabled students aged between 15 and 19 years old in Sari and Qaemshahr Cities. 120 students (60 students with visual and motor disability and 60 normal students) from the school of Sari and Qaemshahr cities participated in the study. All participants were asked to complete the attributional style questionnaire (ASQ) and (CD-RTS9) resilience questionnaire. Analysis of the data involved both descriptive and inferential statistics including means, standard deviation, multivariate analysis of variance, correlation coefficient and multivariate regression. The result of analysis of variance show that there is a significant difference between students with (visual and motor) disabilities and normal students in components of unpleasant internal-external attribution, unpleasant temporary-stable attribution, geneal-specific attribution and resilience. This indicates a more pessimistic attributional style in the first group. There is a positive correlation between attributional style and resiliency. The regression analysis shows that the components of attributional style can predict the resiliency (p<0.01). The results of this study suggest that education professionals should embark on planning and implementing combined therapeutic programs for students with visual and motor disabilities who suffer from emotional disorders