Comparison of the Effect of Neuro Linguistic Programming Strategies Training and Mindfulness Instruction on Academic Self-Concept among Female Students with Learning Disabilities

This study aimed to compare the effectiveness of neuro linguistic programming strategies training and mindfulness instruction on academic self-concept among female students with learning disabilities. This study was the experimental pre-test, post-test with the control group design.

The statistical population of this study consisted of all female fifth-grade elementary school students in Izeh city in the academic year of 2020-2021. Then 45 people with learning disabilities were selected through random multi stage cluster sampling and were assigned randomly to three groups (15 people in each group). The instruments used in this study was academic self-concept (Liu & Wang, 2005). The experimental groups received neuro linguistic programing strategies training and mindfulness-based instruction for ten 60-minutes sessions, one sessions in a week lasting for two month. Analysis of the data was done using descriptive (average & standard deviation) and inferential (covariance analysis) tests in SPSS software version 22.

The results showed a significant difference between neuro linguistic programming strategies training and mindfulness instruction with the control group in academic self-concept (p<0/001) but there was no significant difference in academic self-concept between the two groups of training.

Based on the result we can say that neuro linguistic programming strategies training and mindfulness- instruction are two effective ways in improving of academic self-concept of students with learning disability.