Positive Psychology Based on Cognitive and Behavioural Intervention among Adolescents with Learning Difficulties: Current and Future Application
Journal: Journal of Clinical Medicine Research DOI: 10.32629/jcmr.v3i3.960
Abstract
As a group with "special needs," adolescent students with learning difficulties have been the subject of much social and societal attention because of the difficulties they face in both their academic and socialization processes. If these students do not receive appropriate education, the progress of society will be greatly reduced, which highlights the important practical value and significance of studying learning difficulties. Moreover, adolescents with learning difficulties commonly suffer from low academic achievement as well as low self-efficacy, which will affect their well-being in life. Both pedagogy and positive psychology have many different interventions to achieve increased student well-being or academic achievement. However, positive thinking interventions for adolescents with learning difficulties are still being explored. Therefore, this thesis will stand in the perspective of positive psychology combined with cognitive therapy to explore the common dilemmas currently faced by adolescents with learning difficulties, as well as effective measures for improvement and the dimensions of measurement needed and to provide an outlook on future related research.
Keywords
positive psychology, cognitive and behavioural intervention, learning disabilities students, adolescent
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[3] Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of happiness studies, 10(5), 583-630.
[4] Fletcher, J. M., & Miciak, J. (2017). Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities. Archives of Clinical Neuropsychology, 32(1), 2-7.
[5] Malboeuf-Hurtubise, C., Lacourse, E., Taylor, G., Joussemet, M., & Ben Amor, L. (2017). A mindfulness-based intervention pilot feasibility study for elementary school students with severe learning difficulties: effects on internalized and externalized symptoms from an emotional regulation perspective. Journal of Evidence-Based Complementary & Alternative Medicine, 22(3), 473-481.
[6] Gaskill, P. J., & Hoy, A. W. (2002). Self-efficacy and self-regulated learning: The dynamic duo in school performance. In Improving academic achievement (pp. 185-208). Academic Press.
[7] Felver, J. C., Doerner, E., Jones, J., Kaye, N. C., & Merrell, K. W. (2013). Mindfulness in school psychology: Applications for intervention and professional practice. Psychology in the Schools, 50(6), 531-547.
[8] Kempa, R. F. (1991). Students' learning difficulties in science. Causes and possible remedies. Enseñanza de las ciencias: revista de investigación y experiencias didácticas, 119-128.
[9] Zhu, Y., Chen, G., & Xu, J. (2020). Positive thinking in organizations: Cognitive-based dynamic derived processes and interventions. Advances in Psychological Science, 28(3), 510.
[10] Anat Shoshani, Sarit Steinmetz.(2014).Positive Psychology at School: A School-Based Intervention to Promote Adolescents’Mental Health and Well-Being.J Happiness Study,15,1289-1311.
[11] W, C., Mitchell, M., & Leaf, P. (2010). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
[12] Zhu, Y., Chen, G., & Xu, J. (2020). Positive thinking in organizations: Cognitive-based dynamic derived processes and interventions. Advances in Psychological Science, 28(3), 510.
[13] Im, S., Stavas, J., Lee, J., Mir, Z., Hazlett-Stevens, H., & Caplovitz, G. (2021). Does mindfulness-based intervention improve cognitive function? A meta-analysis of controlled studies. Clinical psychology review, 84, 101972.
[14] Pares, F. (1997). Current directions in self-efficacy research. Advances in motivation and achievement, 10(149), 1-49.
[15] Rode, J. C., Arthaud-Day, M. L., Mooney, C. H., Near, J. P., Baldwin, T. T., Bommer, W. H., & Rubin, R. S. (2005). Life satisfaction and student performance. Academy of management learning & education, 4(4), 421-433.
[16] Huebner, E. S., Suldo, S. M., & Gilman, R. (2006). Life Satisfaction.
[17] Hidayat, R., Yendra, R., Saad, M., Rashid, M., Anwar, K., Afrizal, M., & Mansur, A. (2020). Achievement goals, PERMA and life satisfaction: A mediational analysis. Ilkogretim Online, 19(2).
[18] Arunashree, B., Sanghvi, P. B., & Kadkol, P. P. (2016). Relationship between self-determination and life satisfaction among adolescents with learning disability. Indian Journal of Health and Wellbeing, 7(2), 248.
[19] Hassanzadeh, R., Ebrahimi, S., & Mahdinejad, G. (2012). Studying test anxiety and its relationship with self-efficacy, metacognitive beliefs and some effective predictable variables. European Journal of Social Services, 30(4), 511-522.
[20] Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
[21] Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd. (2013).Anxiety, Self-Efficacy, and College Exam Grades,1(3),2004-2008.
[22] Nelson, D.W., & Knight, A.E. (2010). The power of positive recollections: Reducing test anxiety and enhancing college student efficacy and performance. Journal of Applied Social Psychology, 40(3), 732-745.gths in middle-school students. Journal of Happiness Studies, 12(1), 139-152.
[23] Rand, K. L., Martin, A. D., & Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality, 45(6), 683-686. doi:https://doi.org/10.1016/j.jrp.2011.08.004
[24] Xiao, J. J., Tang, C., & Shim, S. (2009). Acting for happiness: Financial behavior and life satisfaction of college students. Social Indicators Research, 92(1), 53-68.
[25] Gaskill, P. J., & Hoy, A. W. (2002). Self-efficacy and self-regulated learning: The dynamic duo in school performance. In Improving academic achievement (pp. 185-208). Academic Press.
[26] Huebner, E. S. (1991). Initial development ofthe student's life satisfaction scale. School Psychology International, 12(3), 231-240.
[27] Liu, W. C., & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore secondary school. Asia Pacific Education Review, 6(1), 20-27.
[28] Battle, J. (1981). Culture-free SEI: Self-esteem inventoriesfor children and adults. Seattle: Special Child Publications.
[29] Joyce, T. B. Y., & Yates, S. M. (2007). A Rasch Analysis of the Academic Self-Concept Questionnaire. International Education Journal, 8(2), 470-484.
[30] Derogatis, L. R. (1993). BSI brief symptom inventory. Administration, scoring, and procedures manual.
[31] Derogatis, L. R. (2001). Brief symptom inventory-18. Cultural Diversity and Ethnic Minority Psychology.
[32] Bosscher, R. J., & Smit, J. H. (1998). Confirmatory factor analysis of the general self-efficacy scale. Behaviour research and therapy, 36(3), 339-343.
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