At the beginning stage of the study, the participants were asked to fill in the self-esteem questionnaire adapted from Coopersmith’s scale (1967) revised by the Psychometrics Center including 58 yes/no statements. In this questionnaire, in order to verify the responses provided by the learners, eight items that were determined by the developer of the questionnaire in its rating Key, were considered to check the honesty of the participants and actually acted as a lying poll. That is, if students scored 7 or 8, they would be excluded from the analysis pertaining to self-esteem hypotheses. The cut-off point of this questionnaire is 23 (i.e. higher scores indicate higher self-esteem). They were also asked to fill in the 33-item questionnaire of
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Since it was not possible to expose the students to the experience of negative labeling in their real situations, they were asked to explain what they thought about the story of the future social/academic life of a fictitious student who was labeled as dyslexic. The students were provided with a brief explanation in Persian that dyslexia is a kind of reading or writing disability (dyslexic students sometimes may read reversely i.e. instead of ‘saw’ they read ‘was’). Before the students were asked to explain about the future of the fictitious student, they were provided with a description of a fictitious student and his present life academic/social status based on Hunt …show more content…
Therefore, they asked for the students’ scores gained in their English course during the mid-term and final exams. The students received a course credit for participating in this research project and the administration of all four questionnaires took about 45 minutes.
Data Analysis
The statistical analyses i.e. the descriptive and inferential calculations were performed using SPSS (version 22) after the data collection procedure was carried out. With regard to the inferential statistics, the Pearson correlation and regression analyses were performed and for the descriptive statistics such parameters as the means, standard deviations, and percentages were obtained. The research findings are presented in the three following sections: the descriptive results, the main outcomes related to the research questions, and the secondary findings.
RESULTS
Descriptive
Since it was not possible to expose the students to the experience of negative labeling in their real situations, they were asked to explain what they thought about the story of the future social/academic life of a fictitious student who was labeled as dyslexic. The students were provided with a brief explanation in Persian that dyslexia is a kind of reading or writing disability (dyslexic students sometimes may read reversely i.e. instead of ‘saw’ they read ‘was’). Before the students were asked to explain about the future of the fictitious student, they were provided with a description of a fictitious student and his present life academic/social status based on Hunt …show more content…
Therefore, they asked for the students’ scores gained in their English course during the mid-term and final exams. The students received a course credit for participating in this research project and the administration of all four questionnaires took about 45 minutes.
Data Analysis
The statistical analyses i.e. the descriptive and inferential calculations were performed using SPSS (version 22) after the data collection procedure was carried out. With regard to the inferential statistics, the Pearson correlation and regression analyses were performed and for the descriptive statistics such parameters as the means, standard deviations, and percentages were obtained. The research findings are presented in the three following sections: the descriptive results, the main outcomes related to the research questions, and the secondary findings.
RESULTS
Descriptive