Effectiveness of Intervention Based on Academic Buoyancy on Academic Burnout and Academic Engagement of Students with Reading Learning Disorder

Sara Nejatifar; Mohammad Reza  Ghasemi; Paria Sarami; Ahmad Abedi

doi:10.61838/kman.hn.1.2.4

Authors

Sara Nejatifar PhD Student in psychology and education of children with special needs, Department of Psychology and Education of People with Special Needs, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran. Corresponding Author https://orcid.org/0000-0001-8646-0240
Mohammad Reza Ghasemi Assistant Professor, Department of Psychology, Islamic Azad University, Khomeini Shahr Branch, Khomeini Shahr, Iran. Author https://orcid.org/0000-0003-4727-1994
Paria Sarami M.A student in rehabilitation counseling, Department of Counseling, Islamic Azad University, Khomeini Shahr Branch, Khomeini Shahr, Iran. Author https://orcid.org/0000-0001-8606-7684
Ahmad Abedi Associate Professor, Department of Psychology and Education of People with Special Needs, University of Isfahan, Isfahan, Iran. Author https://orcid.org/0000-0001-8167-942X

DOI:

https://doi.org/10.61838/kman.hn.1.2.4

Abstract

The present study was conducted with the aim of investigating the effectiveness of intervention based on academic buoyancy on academic burnout and academic engagement of students with reading learning disorder. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all female students with reading learning disabilities in the fifth and sixth grades of elementary school in the academic year of 2022 in the city of Isfahan. The sample of the study was 30 people who were selected by available sampling method and were randomly divided into two experimental (n=15) and control (n=15) groups. The experimental group received 12 70-minute sessions of intervention based on academic buoyancy (Fooladi et al, 2017). The research tools were the reading and under-reading test (Karami Nouri and Moradi, 2014), academic burnout questionnaire (Breso et al, 1977) and academic engagement (Archambault et al., 2009). Multivariate covariance analysis was used to analyze the data. The findings showed that the intervention based on academic vitality has a significant effect on reducing academic burnout (F=32.64) and increasing academic engagement (F=43.53) of students with reading learning disorder (P< 0/001). According to the findings, it is recommended to use the intervention based on academic vitality as a preventive educational program to reduce the educational problems of students with learning disabilities.