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:: Volume 16, Issue 2 (7-2018) ::
RBS 2018, 16(2): 151-161 Back to browse issues page
Effectiveness of Attributional Retraining and Emotion Regulation on Reduction of Academic Burnout and Improvement of Social Adjustment in Students with Learning Disabilities
زهرا ترازی * 1, ملوک خادمی اشکذری1 , مهناز اخوان تفتی
1- دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا (س)، تهران، ایران
Abstract:   (2316 Views)
Aim and Background: Learning disability is one of the most important causes of students' poor academic and social performance. The aim of this research was to investigate the effectiveness of attributional retraining intervention and emotion regulation on reduction of academic burnout and improvement of social adjustment in students with early learning disabilities in Tehran, Iran. Methods and Materials: This was a quasi-experimental study with pre-test, post-test, and follow-up stages. 30 students with learning disability aged 8 to 12 years old were selected through simple random sampling from the learning disability center No. 3 in Tehran and randomly assigned to 2 experimental groups and a control group. Attributional retraining and emotion regulation training were presented to the 2 experimental groups in 8 sessions, each lasting 1 hour. But the control group did not receive any interventions. Educational Burnout Questionnaire (Brosu et al.) and Adjustment Inventory for College Students (AICS) by Sinha and Singh were used in the pretest, posttest, and follow-up stages. The data were analyzed using multivariate analysis of covariance (MANCOVA). Findings:  Attributional retraining and emotion regulation training caused a significant decrease in academic burnout and a significant increase in social adjustment. Attributional retraining program was more successful in decreasing academic burnout than emotion regulation training program. However, there was no significant difference between attributional retraining and emotional regulation training programs in promoting social adjustment. Conclusions: Educational programs that use the social-cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the results of the present research can be effective in designing preventive educational programs and improving educational achievements.
Keywords: Professional retraining, Emotion-focused therapy, Academic failure, Social adjustment, Learning disability
Full-Text [PDF 1497 kb]   (547 Downloads)    
Type of Study: Research | Subject: General
Received: 2020/02/8 | Accepted: 2018/07/15 | Published: 2018/07/15
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ترازی ز, خادمی اشکذری م, اخوان تفتی م. Effectiveness of Attributional Retraining and Emotion Regulation on Reduction of Academic Burnout and Improvement of Social Adjustment in Students with Learning Disabilities. RBS 2018; 16 (2) :151-161
URL: http://rbs.mui.ac.ir/article-1-594-en.html


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Volume 16, Issue 2 (7-2018) Back to browse issues page
مجله تحقیقات علوم رفتاری Journal of Research in Behavioural Sciences
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