TY - JOUR ID - 97046 TI - The effectiveness of Emotion Regulation Training on Academic Burnout, Social Acceptance and Affective Control of Students with Learning Disabilities JO - Applied Psychology JA - APSY LA - en SN - 2008-4331 AU - dehghani, yousef AU - golestaneh, seyed mousa AU - zangouei, sima AD - Assistant Professor, Department of Psychology, Faculty of Literature and Human Sciences, Persian Gulf University, Boushehr, Iran AD - MA Student Educational Psychology, Department of Psychology, Faculty of Literature and Human Sciences, Persian Gulf University Y1 - 2018 PY - 2018 VL - 12 IS - 2 SP - 163 EP - 182 KW - Emotion Regulation-Academic Burnout- Social Acceptance-Affective Control-Learning Disabilities DO - N2 - Aim: The aim of current research was to investigate the effectiveness of emotion regulation based training on academic burnout, social acceptance and affective control of students with learning disabilities. Methods: The research method is quasi- experimental and pretest-posttest, control group and follow up period was used. Statistical population consists of third to fifth grade students with learning disabilities of Boushehr City in the 2016-2017 academic years. Therefore, from among them, 34 subjects were selected and assigned into two experimental & control groups randomly (each with 17 subjects). The experimental group participated in 10 sessions of training based on emoting regulation and the control group received no treatment. The measurement tools were Breso, Salanova & Schoufeli academic burnout Questionnaire (2007), Ford & Rabin social acceptance Questionnaire (1970) and Williams, Chambless & Ahrens affective control Questionnaire (1997) that were filled by the participants in pretest, posttest and follow-up stages stages. Analysis of variance with repeated measure was used for statistical analysis of data. Results: Findings showed that emotion regulation based training on academic burnout (F=3/232, P=0/013), social acceptance (F=4/467, P=0/001) and affective control (F=4/327, P=0/021) has a significant effect and this effect has remained steady in the follow-up phase. Conclusion: Results emphasize the importance of the use of these interventions in academic burnout, social acceptance and affective control of students with learning disabilities and presenting new horizons in clinical interventions and it can be used as an effective intervention method UR - https://apsy.sbu.ac.ir/article_97046.html L1 - https://apsy.sbu.ac.ir/article_97046_bd463aa65bfb3738b659ce8d0a0c55dc.pdf ER -