البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر
There are some difficulties encountered by teacher in focusing on autistic student which cause a demotivation in teaching and learning process. Thus, the collaboration between teacher and family is necessary in developing student’s motivation. The teacher plays an integral role in helping the family...
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| id |
my-usim-ddms-12977 |
|---|---|
| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
other |
| topic |
Autism Autistic children Motivation in education Counseling Psychology |
| spellingShingle |
Autism Autistic children Motivation in education Counseling Psychology Abdelmonsef Abdelmonem Hamed Badr البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| description |
There are some difficulties encountered by teacher in focusing on autistic student which cause a demotivation in teaching and learning process. Thus, the collaboration between teacher and family is necessary in developing student’s motivation. The teacher plays an integral role in helping the family to hone their interaction skills with the autistic children in order to develop their motivation in learning which will then positively affect their academic achievements. Therefore, the study aimed at identifying the impact of counselling programme on the quality of life skill of autistic children’s family and discovering the effect of this programme on the family problem solving skill, stress management, family dialogue, executing family roles and behavioural development. This study applied quasi-experimental approach, using Analysis of Variance (ANOVA) to carry out the test on the selected instrument, counselling program and quality of life measurement. The total number of respondents is 184 families whose autistic children registered with the al-Syafallah Centre. The study randomly selected 60 families out of the total respondents as samples. They were divided into two groups: experimental and control. A pre-test was carried out on both groups. However, the counselling programme was only implemented on the experimental group. After the completion of counselling programme, a post-test was conducted to both groups. The results statistically showed the differences at a significant level (0.01) between the mean scores of both groups on the quality of life scale in the post-test, whereas the F-value of family problem solving skills is (603.07), stress management is (604.82), family dialogue is (476.69), executing family roles is (250.22) and behavioural development is (1039.56). All of these values is at a significance level (0.01). The study found average improvement in the academic achievement among those autistic children in the experimental group as the increasement of their achievement from 55% in the pre-test up to (86%) in the post-test. Conclusively, the result of the study asserts the importance of family's engagement in developing student’s motivation towards learning, thus significantly increasing their academic achievement. |
| format |
Thesis |
| author |
Abdelmonsef Abdelmonem Hamed Badr |
| author_facet |
Abdelmonsef Abdelmonem Hamed Badr |
| author_sort |
Abdelmonsef Abdelmonem Hamed Badr |
| title |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| title_short |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| title_full |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| title_fullStr |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| title_full_unstemmed |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| title_sort |
البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر |
| granting_institution |
Universiti Sains Islam Malaysia |
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my-usim-ddms-129772024-05-29T18:22:19Z البرنامج الرشادي وأثره على مهارات جودة الحياة لأسر الطفال التوحديين بدولة قطر Abdelmonsef Abdelmonem Hamed Badr There are some difficulties encountered by teacher in focusing on autistic student which cause a demotivation in teaching and learning process. Thus, the collaboration between teacher and family is necessary in developing student’s motivation. The teacher plays an integral role in helping the family to hone their interaction skills with the autistic children in order to develop their motivation in learning which will then positively affect their academic achievements. Therefore, the study aimed at identifying the impact of counselling programme on the quality of life skill of autistic children’s family and discovering the effect of this programme on the family problem solving skill, stress management, family dialogue, executing family roles and behavioural development. This study applied quasi-experimental approach, using Analysis of Variance (ANOVA) to carry out the test on the selected instrument, counselling program and quality of life measurement. The total number of respondents is 184 families whose autistic children registered with the al-Syafallah Centre. The study randomly selected 60 families out of the total respondents as samples. They were divided into two groups: experimental and control. A pre-test was carried out on both groups. However, the counselling programme was only implemented on the experimental group. After the completion of counselling programme, a post-test was conducted to both groups. The results statistically showed the differences at a significant level (0.01) between the mean scores of both groups on the quality of life scale in the post-test, whereas the F-value of family problem solving skills is (603.07), stress management is (604.82), family dialogue is (476.69), executing family roles is (250.22) and behavioural development is (1039.56). All of these values is at a significance level (0.01). The study found average improvement in the academic achievement among those autistic children in the experimental group as the increasement of their achievement from 55% in the pre-test up to (86%) in the post-test. Conclusively, the result of the study asserts the importance of family's engagement in developing student’s motivation towards learning, thus significantly increasing their academic achievement. Universiti Sains Islam Malaysia 2020-10 Thesis other https://oarep.usim.edu.my/handle/123456789/12977 https://oarep.usim.edu.my/bitstreams/16ce359c-6b23-4c7e-af6f-75ed571b6a0f/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/785faf86-dcf0-4405-9896-e8bad602501a/download 6abb7046f965c5e5508be0c1c6879396 https://oarep.usim.edu.my/bitstreams/0973bfad-53ea-4c28-8223-8707c4de2f32/download 00a3b9a88e008d0030e7dee595f49ca0 https://oarep.usim.edu.my/bitstreams/70f5e79a-ac76-4e8e-868d-b0c78556a1a1/download 11b86476286d60f0286b5ce4f13dc64d https://oarep.usim.edu.my/bitstreams/1a9a0fe8-9498-4594-837d-7436bef00fc0/download cb95872d54ced07d3ae203c94ae30900 https://oarep.usim.edu.my/bitstreams/6c5e6c60-965a-4b28-a0e3-2ec2621b304c/download 2a484d9ccd88d000723b0c32ce617ab1 https://oarep.usim.edu.my/bitstreams/ef4bfa24-b81d-4a49-a7cb-e42b772528ea/download 2ae2aeb2fe80364c8c86b1a20642d278 https://oarep.usim.edu.my/bitstreams/dbb4d2ec-19b5-49d8-be0a-0cbf5f0446fd/download 534fe3bf8bfcc1fe989aacc23581507d https://oarep.usim.edu.my/bitstreams/d84174b5-102c-4e99-9b12-4071894d1cf7/download cddf61ee6b26958e326796857b0c33c2 https://oarep.usim.edu.my/bitstreams/7d4ca320-9694-4ccf-905d-be434d483925/download 19dfa91a60c1db1ddd5a3d55cb2d02fd https://oarep.usim.edu.my/bitstreams/621c7d2d-d323-45f8-9138-aa0e8abb1682/download 5b3e518e22580827349a5fe9fe513213 https://oarep.usim.edu.my/bitstreams/8ed38726-446e-4745-9519-afbdb825b752/download bce545d427142966cf7a0260fc34b224 https://oarep.usim.edu.my/bitstreams/d68c0d34-398e-4052-90b8-171ecb00bab8/download f0dd545282526205d42e7bea3651de6f https://oarep.usim.edu.my/bitstreams/1f6b0d2d-0517-4364-992d-b8bae67a7ac2/download 46d030e96b38ba294b0e6d884d906643 https://oarep.usim.edu.my/bitstreams/8092b9d8-883f-4b4c-80b9-634fe230715d/download e56aa6f27d7fa3bf414f173728407f33 https://oarep.usim.edu.my/bitstreams/bdd0e44b-2298-4537-88f4-c6eb491b2251/download 880545fd2ccbed06971ef5b0694e5532 https://oarep.usim.edu.my/bitstreams/3a4cc247-e62a-473c-95eb-48521294dc39/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/22b54822-8eb2-4d51-a033-c80dec0559e0/download 8c1f01d4b6cc7eddf6c26e9b222b6bc1 https://oarep.usim.edu.my/bitstreams/fc689a3b-c39a-4312-b5bc-54343330d994/download da98c6c85e23af5333ce7b78458f1fdc Autism Autistic children Motivation in education Counseling Psychology |