Volume 11, Issue 3 (Volume11, Issue 3 2023)                   CPJ 2023, 11(3): 75-84 | Back to browse issues page

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tarazi Z, khademi ashkezari M, akhavan tafti M. Improving social adjustment and Reducing the academic burnout of students with learning disabilities through attributional retraining, emotional regulation, and cognitive-social problem solving. CPJ 2023; 11 (3) :75-84
URL: http://jcp.khu.ac.ir/article-1-3677-en.html
Alzahra , taraziza88@gmail.com
Abstract:   (1660 Views)
Aim: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran. Methods: This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment. Conclusions: the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

 
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Type of Study: Applicable | Subject: Educational Psychology
Received: 2023/02/4 | Accepted: 2023/12/11 | Published: 2024/01/29

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