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The Effectiveness of Cognitive-Behavioral Play Therapy on Attention, Self-efficacy, and Academic Procrastination in Elementary School Students with Learning Disabilities
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Abstract: (2 Views) |
Objective: This study aimed to investigate the effectiveness of cognitive-behavioral play therapy on attention, self-efficacy, and academic procrastination in elementary school students with learning disabilities.Methods: The present applied research employed a quasi-experimental design with pre-test, post-test, a control group, and a two-month follow-up. The statistical population consisted of 10-12 year-old students (upper elementary level) with learning disabilities, who were referred to 11 public learning disability centers in the western counties of Tehran during the 2022-2023 academic year. From this population, 30 individuals were selected as the statistical sample and randomly assigned to an experimental group (n=15) and a control group (n=15). Data collection tools included the Colorado Learning Difficulties Questionnaire (CLDQ), Jordan Attention Deficit Disorder Scale, Ladd and Wheeler Children's Academic Self-Efficacy Questionnaire, and Savari Academic Procrastination Questionnaire (2011). Data analysis was performed using the analysis of covariance (ANCOVA) and SPSS software. Results: The findings indicated that cognitive-behavioral play therapy significantly improved attention and self-efficacy while reducing academic procrastination in students with learning disabilities. Conclusion: It can be concluded that cognitive-behavioral play therapy is an effective therapeutic approach that utilizes play as a tool to help children with learning disabilities understand and modify their thoughts and behaviors. |
Article number: 7 |
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Full-Text [PDF 476 kb]
(3 Downloads)
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Type of Study: Applicable |
Subject:
Special
Received: 2025/03/25 | Accepted: 2025/08/27 | Published: 2025/10/7
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