EFFECT OF POSITIVE THINKING TRAINING ON SELF ACCEPTANCE IN STUDENTS WITH DISABILITIES

Authors

  • Tengku Sheila Noor Faraza S.Psi, Mahasiswa Fakultas Magister Psikologi Profesi, Universitas Persada Indonesia Y.A.I Jl. Diponogoro No.74, Jakarta Pusat 10340, Indonesia
  • Niko Puri Diyanti S.Psi, Mahasiswa Fakultas Magister Psikologi Profesi, Universitas Persada Indonesia Y.A.I Jl. Diponogoro No.74, Jakarta Pusat 10340, Indonesia
  • Selvia Vurwatie Novia S.Psi, Mahasiswa Fakultas Magister Psikologi Profesi, Universitas Persada Indonesia Y.A.I Jl. Diponogoro No.74, Jakarta Pusat 10340, Indonesia

DOI:

https://doi.org/10.46827/ejes.v7i11.3370

Keywords:

students’ disabilities, positive thinking, self-acceptance

Abstract

The objective of this study is to find out the effect of positive thinking training in an effort to raise self-acceptance in students with disabilities. Students with disabilities who receive positive thinking training are expected to have a higher level of self-acceptance compared to students with disabilities who do not receive the training. The subjects of this research are 13 students with disabilities from various faculties with a low to moderate level of self-acceptance based on the result of a prior interview. This research collects data using a scale of self-acceptance containing statements that indicate behaviors on the object variable that will be measured and given directly to the subjects. Data analysis in this research analyzes the comparison of pre-test, post-test, and follow-up results with the Wilcoxon test to compare pre-post, post-follow, and pre-follow. The result of Friendman test analysis shows the coefficient of chi-square=14.711 with p=0.001 which shows a very significant difference in self-acceptance between pre-test, post-test, and follow-up. The result of Wilcoxon test on pre-post shows Z=-2.845 with p=0.004, post-follow shows Z=-1.187 with p=0.23, and pre-follow shows Z=-3.062 with p=0.002, which shows that there is a different level of self-acceptance during pre-post, post-follow, and pre-follow. The result of the study based on Friedman test and Wilcoxon test analysis shows that there is a significant increase in self-acceptance after the training. This proves that positive thinking training can increase the level of self-acceptance in students with disabilities.

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Published

2020-10-13

Issue

Vol. 7 No. 11 (2020)

Section

Articles

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