Abstract:
Objective: This study aimed to investigate the effect of Acceptance and Commitment Therapy (ACT) on goal orientation and feeling of inferiority in individuals with physical-motor disabilities. Methods: This study utilized a quasi-experimental methodology. The statistical population consisted of all students with physical-motor disabilities in Kalaleh County (n = 517). Among them, 30 students were selected as a sample using a convenience sampling method. After explaining the purpose of the research and signing the consent form, they were divided into two groups of 15: the experimental and control groups. The experimental group participated in eight ACT training sessions (one 60-minute session per week), while the control group only answered pretest and posttest. For this purpose, Elliot and McGregor's Achievement Goal Orientations Scale (2001) and Eysenck's Feelings of Inferiority Questionnaire (1976) were used. Results and Conclusions: The findings indicated the effect of ACT-based training on mastery-approach goal orientation and feeling of inferiority in students with physical-motor disabilities. Examining the means showed that the mastery-approach goal orientation increased, and the feeling of inferiority decreased after ACT.
Machine summary:
Results: The findings indicated the effect of ACT-based training on mastery-approach goal orientation and feeling of inferiority in students with physical-motor disabilities and its effect was reported 0.
Conclusions: Overall, the findings of this study showed that acceptance and commitment based therapy is It is effective in targeting the goal and feeling inferior in students with physical and motor disabilities .
Keywords: Acceptance and Commitment Therapy, Goal Orientation, Feeling of Inferiority, People with Physical- Motor Disabilities, Self-Esteem.
According to the findings, it is concluded that group-based semantic therapy training has an effect on improving self-esteem and improved sincere attitude, and as a result, reduced depression in people with disabilities by creating new meaning and changing beliefs.
It is necessary to conduct the present study with respect to the existing research gap regarding the effect of ACT on goal orientation and feeling of inferiority in individuals with physical-motor disabilities.
Table 3 shows the mean and standard deviation of the pretest and posttest scores of the goal orientation variable, including mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance, as well as the feeling of inferiority for both control and experimental groups.
The table shows the standard mean and standard deviation of the variable goal orientation pretest and posttest scores, including mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance, as well as feelings of inferiority for both Group Control and Experimental.
It can be argued that ACT-based training affects mastery-approach goal orientation and the feeling of inferiority of students with physical-motor disabilities.
05 for the feeling of Statistical findings indicate the effect of ACT-based training on mastery-approach goal orientation and feeling of inferiority in students with physical-motor disabilities.