The effect of excitement-focused therapy and impulse control training on educational burnout and positive and negative emotions in students with and without learning disabilities

The current study is aimed to investigate the effect of excitement-focused therapy and impulse control training on educational burnout and positive and negative emotions in students with and without learning disabilities. The study is experimental and of pre-test and post-test type including three groups. The target population consisted of all sixth-grade children with learning disabilities in Ardabil city. The subjects of the study included 60 students with learning disabilities randomly selected from sixth-grade male primary school students in Ardabil and then divided into two experimental groups and one control group (n=20 for each group). Academic burnout and positive and negative emotions questionnaire was used to collect data. For data analysis, multivariate analysis of covariance (MANCOVA) was used. Results of multivariate analysis of covariance showed that education-focused programs have effect on excitement and impulse control has effect on academic burnout and positive and negative emotions in the way that it reduces academic burnout and negative emotions and increases positive emotions in students with learning disabilities. The results showed that education-focused programs and impulse control along with other educational interventions can be made use of in improving the performance of students with learning disabilities. The results have also important implications in the field of prevention, pathology and treatment of these disorders.