The Effectiveness of Acceptance and Commitment Therapy on the Academic Resilience in Students with Specific Learning Disability

Document Type : Original Article

Authors

1 Professor of Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.

2 Associate Professor, Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Iran.

3 Ph.D. Candidate in Educational Psychology, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.

Abstract

Aim: The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on the academic resilience of students with special learning disabilities.
 
Method: This research was a semi-experimental study with a pre-test/post-test, follow-up phase, and a control group. The statistical population consisted of all female students who referred to learning disorder centers in Tehran. Through available sampling, 30 female students with special learning disabilities were selected and randomly divided into two groups of 15 people. Both groups completed the Academic Resilience Scale at three stages: before the intervention, after the intervention, and three months after the intervention. The data were analyzed using mixed variance analysis in SPSS 24.
 
Results: The results of the research showed that the Acceptance and Commitment Training program is effective on the components of academic resilience in students with special learning disabilities (p<0.001), and the effect of the intervention was stable in the follow-up phase.
 
Conclusion: Based on the findings, Acceptance and Commitment Training can improve the academic resilience of students with special learning disabilities, empowering them to face academic challenges and paving the way for their success. Further research should be conducted in the field of interventions related to students with special learning disabilities.

Keywords

Main Subjects

References

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