Structural modeling of the relationships between mindfulness, psychological empowerment, and meaning/the search for meaning in life among students with acquired & congenital physical disabilities

Document Type : Original Article

Author

department of special education- king khaled university

Abstract

The study aimed to (1) determine correlation between mindfulness, psychological empowerment, and meaning/search for meaning in life among students with acquired & congenital physical disabilities, (2) determine which variables predicts meaning in life, (3) determine the differences between students with acquired & congenital physical disabilities in these variables, and (4) determine the fit model that explains the correlation between these variables. A sample included 118-students with physical disabilities (56-students with acquired disabilities and 62-students with congenital disabilities). The Mindfulness Scale was used (Droutman et al., 2018), the psychological empowerment scale prepared by the researcher, the meaning in life questionnaire was used (Steger et al., 2006). The study showed a positive, statistically significant correlation between mindfulness, psychological empowerment, and meaning in life (p≤0.05). There is a statistically significant negative correlation between a search for meaning in life, psychological empowerment, and mindfulness (p≤0.05). Mindfulness and psychological empowerment were predict with meaning in life and search for meaning in life. The study found statistically significant differences between the students with acquired and congenital physical disability in Mindfulness, and psychological empowerment (p≤0.05). There were statistically significant differences in Searching for meaning in life to the acquired disability (p≤0.05). The study showed two fit models for the causal relationships between variables.

Keywords

Main Subjects

Files

Share

How to cite

Statistics