the Effectiveness of the Academic Resilience Training Program on Academic Self-efficacy and Motivational Structure of Students with Specific Learning Disabilities

The aim of this study was to investigate the effectiveness of the academic resilience training program on the academic self-efficacy and motivational structure of students with specific learning disabilities.

Methods & Materials: 

The research method was a semi-experimental type with an experimental-control group and a follow-up phase. The statistical population of this research included fourth, fifth, and sixth-grade students with specific learning disabilities who were referred to Tabriz City Disorders Center in the academic year of 1402-1401. The sample size including 32 people (experimental group 16 people, control group 16 people) were replaced as available. The experimental group was trained in academic resilience and the intervention was implemented for 10 group sessions for 60 minutes on the experimental group. This was while the control group did not receive any intervention. The research tools included McIlroy and Bunting's academic self-efficacy scale and Cox and Klinger's motivational structure questionnaire (PCI). Data were analyzed using SPSS version 28 software and multivariate analysis of variance (repeated measurement).

The results of multivariate analysis of variance (repeated measurement) showed that the educational resilience training package intervention significantly affected the academic self-efficacy and motivational structure of students with special learning disorders in the post-test and follow-up stages.

The findings of this research provide helpful information regarding the academic resilience program, and psychologists and counselors can use this educational package to improve academic self-efficacy and motivational structure in students with specific learning disabilities.