Comparison of academic boredom, social anxiety and academic help seeking in students with special learning disorder and normal people

The present study was conducted with the aim of comparing academic boredom, social anxiety and academic help-seeking in students with special learning disabilities and normal people. The descriptive research method was a comparative causal type. All sixth grade female students with and without learning disorders in Tehran schools in the academic year of 1401-1402 constituted the statistical population of this research, from which 100 students were selected using the sampling method. Students (50 people for each group) were selected as a sample and answered the questionnaires of Pekron et al.'s academic boredom, Lajersa's social anxiety, and Ryan's and Pintrich's academic help-seeking questionnaires. Multivariate variance analysis was used to analyze the data. The findings showed that students with learning disorders have higher academic boredom, social anxiety and acceptance of academic help than normal students (P<0.05). However, there was no significant difference between students with learning disabilities and normal students avoiding seeking academic help (P<0.05). The results of the study showed that students with learning disabilities are more vulnerable to academic boredom, social anxiety and accepting academic help. Therefore, it is necessary to provide educational programs to parents and teachers in order to prevent academic boredom, social anxiety and acceptance of academic help seeking and its timely diagnosis and treatment.