The effectiveness of the intervention based on attributional retraining on academic burnout and academic procrastination of students with reading learning disorder

Abstract

Background and Aim: Despite having natural intelligence, students with reading disorders do not perform age-appropriately in various academic skills such as listening, reading, writing, mathematics, and problem solving. Thus, there are many problems in the field of reading words correctly, reading speed and eloquence, and oral reading comprehension, and these problems have harmful effects on their academic performance as well as their social interactions. This study aimed to investigate attributional retraining intervention's effectiveness on academic burnout and academic procrastination of students with dyslexia. Methods: The current research design was applied in terms of its purpose and its method was quasi-experimental with a pre-test and post-test design and a two-month follow-up period. The statistical population of the study included all children aged 7 to 10 with reading learning disabilities who had referred to rehabilitation centers in Isfahan city in 2022. Using available sampling method, 30 people were selected and randomly assigned to two experimental and control groups. The research tools included Berso et al.'s academic burnout questionnaire (1997), Savari's academic procrastination questionnaire (2011) and Karimi Nouri and Moradi's reading and dyslexia test (2008). Analysis of variance with repeated measurements was used to analyze the data. Results: The results of the analysis of the findings showed that the intervention based on attributionalary retraining has a significant effect on the academic burnout and academic procrastination of the experimental group, and its effectiveness was stable in the follow-up phase. Conclusion: Based on the findings, it can be said that to reduce the academic burnout and academic procrastination of students with reading learning disorder, the intervention method based on attributionalary retraining can be used. Therefore, it is suggested to use this method in child and adolescent counseling centers and rehabilitation centers