The Effectiveness of Problem-Solving Training on Coping Behavior and Academic Adjustment in Students with Learning Disabilities
Keywords:
Problem-Solving Training, Coping Behavior, Academic Adjustment, Learning DisabilityAbstract
The present study was conducted to determine the effectiveness of problem-solving training on coping behavior and academic adjustment among students with learning disabilities. This study employed a quasi-experimental design with a pretest–posttest and two-month follow-up assessment, including a control group. The statistical population consisted of students with learning disabilities in Tehran during 2026 who had been identified through learning disability centers, schools providing special educational services, academic counseling centers, and selected schools across Tehran. Following the initial screening process, participants completed the Children's Coping Behaviors Questionnaire developed by Hernandez and the Academic Adjustment Questionnaire developed by Baker and Siryk. Subsequently, 30 participants were selected using purposive sampling and randomly assigned to either the experimental group or the control group, with 15 students in each group. The experimental group received problem-solving training based on the D’Zurilla and Goldfried model in eight 60-minute sessions, while the control group received no intervention during this period. Data were analyzed using the independent-samples t-test, Fisher’s exact test, and two-way repeated-measures analysis of variance in SPSS version 26. The results indicated that there were no significant differences between the experimental and control groups regarding demographic characteristics. Furthermore, the findings of the two-way repeated-measures analysis of variance revealed that the interaction effect of group and time was significant for both coping behavior and academic adjustment. Comparison of mean scores showed that coping behavior and academic adjustment scores in the experimental group increased from the pretest to the posttest stage, and these improvements remained largely stable at the two-month follow-up assessment. In contrast, no substantial changes were observed in the control group. Based on the findings, problem-solving training can improve coping behavior and enhance academic adjustment among students with learning disabilities.
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References
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