The Effectiveness of Mindfulness-based cognitive therapy on Reducing Academic Burnout in Students with Specific learning disorder

The aim of this study was to determine the effectiveness of Mindfulness-based cognitive therapy on reducing academic burnout in students with special learning disorder. The research method was quasi-experimental with pretest-posttest design and control group. The research population included 180 female students with special learning disorder who referred to the Neshat Learning Disorders Center in Mako from January to March 2016. A sample of 30 students was selected by purposive sampling method using the Learning Disability Assessment Scale and clinical and diagnostic interviews and were randomly assigned into experimental and control groups. Data collection tools was Bresó, Salanova, and Schaufeli (2007) Academic Burnout Questionnaire. Data analysis was performed using Analysis of Covariance in SPSS version 26. Findings showed that mindfulness-based cognitive intervention led to a significant difference between groups in 62% of academic burnout, 20% in terms of fatigue, 33% of pessimism, and 39% of inefficiency. According to the obtained results, it can be suggested that mindfulness-based cognitive therapy has a significant effect on reducing academic burnout in students with special learning disabilities.