Effectiveness of Emotion Regulation Training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder(SLD)

The purpose of this research was to study the effect of emotion regulation training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder (SLD).

This research was Study quasi-experimental with the pre-test, post-test and a control group. The statistical population of the present study included all fifth grade elementary school students with special learning disorder who were studying in Ardabil in 2015. The research sample consisted of 40 students with specific learning disabilities, selected by multistage cluster sampling and assigned to two experimental and control groups (20 subjects per group). To collect data, Kay Math mathematic, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, educational burnout and academic procrastination scales and Diagnostic Interview based on DSM-5 were used. TestData were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22.

The results showed that emotion regulation training was effective in decrease in educational burnout and academic procrastination in students with specific learning disorder (P< 0.001). In other words, the results showed that emotional regulation training reduces educational burnout and academic procrastination in students with specific learning disorder  

According to these results, it can be said that emotions play a significant role in students' academic progress or regress. Therefore, emotion regulation training with decreasing negative emotions and replacing positive emotions provide a basis for reducing the burnout and academic procrastination educational of these students.