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ERIC Number: EJ1138669
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0973-8827
Inculcating Positive Thinking in the Self-Concept of Children with Learning Difficulties
Abed, Mohaned Ghazi
Journal on Educational Psychology, v10 n3 p1-10 Nov 2016-Jan 2017
Inculcating positive thinking can act as a valuable tool in enhancing the overall self-concept of children with learning disabilities. The value of positive psychology is recognized as the basis for recent research conducted in the field of strength development. Positive psychology is centered on the view that individual lives can be improved by simply teaching them how to focus and expand on their strengths. The primary aim of this study is to measure the effectiveness of positive psychology interventions in relation to the self-concept of children with learning disabilities. This approach has been developed specifically for children between the age of 12 and 14 in Jeddah, Saudi Arabia. Notably, the sample population comprised 40 children. Each participant was randomly assigned to either the control or experimental group. The intervention group underwent a five-week long intervention course on positive psychology. The Values in Action (VIA) Inventory of Character Strengths' Survey--earlier carried out among youth--was also completed in an effort to establish each child's individual strengths. Furthermore, the group was evaluated using the Strengths and Difficulties Questionnaire (SDQ) both prior to and following the intervention initiative. The current research revealed that, the adoption of the VIA Survey along with three class lectures on positive psychology led to improved post-test self-concept scores in comparison with pre-test scores among the intermediate school children.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A