|
Reducing The Academic Burnout of Students with Learning Disabilities Through Attributional Retraining, Emotional Regulation, and Social Cognitive Problem Solving
|
Zahra Tarazi   1, Molok Khademi Ashkezari1 , Mahnaz Akhavan Tafti1 |
| 1- Alzahra University |
|
|
Abstract: (2060 Views) |
| Objective: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on reduction of academic burnout in students with early learning disabilities in Tehran. Method: This was a quasi-experimental study with pretest-posttest and follow-up.The participants consisted of 40 students with learning disability aged 8-12 years.They were selected through simple random sampling and randomly divided into three experimental groups and one control group. Attributional retraining, emotion regulation and social-cognitive problem solving training were presented in eight sessions, each lasting 1 hour in the 3 experimental groups. Brosu et al. academic burnout questionnaire(1997) was used in the pretest, posttest, and follow-up stages. The data were analyzed using repeated measure. Result: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant decrease in the students academic burnout. Attributional retraining program was more successful in decreasing the academic burnout than emotion regulation and cognitive-social problem solving training program. Conclusion: Educational programs that use the social cognitive approach of Bandura in design educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements. |
|
| Keywords: Learning disability, Attributional retraining, Emotion regulation, Cognitive-social problem solving, Academic burnout |
|
|
Full-Text [PDF 936 kb]
(798 Downloads)
|
Type of Study: Research |
Subject:
Special
Received: 2019/01/31 | Accepted: 2020/08/9 | Published: 2020/12/13
|
|
|
|
|
|
