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Department of General and Clinical Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran , sohrabi@atu.ac.ir
Abstract: (121 Views)
Background: Children with specific learning disabilities are at higher risk of developing mental health problems such as anxiety and decreased motivation compared to their typical peers. Despite the fact that play therapy can help reduce psychological problems in this group of students, However, there is a research gap regarding the efficacy of the self-esteem-based Play application package on self-motivation and anxiety of students with specific learning disabilities.
Aims: The purpose of this study was to investigate the efficacy of a self-esteem-based Play application package on self-motivation and anxiety levels of students with specific learning disabilities.
Methods: The method of this study was a semi-experimental pre-test-post-test design with a control group and a two-month follow-up. The statistical population of the study included all female students aged 8 to 11 years with specific learning disorder in Tehran in 2024, and Using purposive sampling, 30 of them were selected and randomly assigned to two experimental groups (15 people) and control groups (15 people). Data collection tools in this study included Self-Motivation Scale (Barkley, 2012) and Beck Anxiety Inventory (Beck & Steer, 1990). Also, data analysis of this study was performed using variance analysis with repeated measurement and SPSS-26 software.
Results: The results of this study showed that self-esteem-based Play application package training had a significant and sustainable effect on Increased self-motivation and reducing d all components of anxiety (physical, mental, and panic symptoms) in students with specific learning disabilities (P< 0.05).
Conclusion: According to the findings of the present study, psychologists at specialized centers for learning disorders can use a self-esteem-based play education program to enhance self-motivation, academic motivation, and reduce anxiety in students with learning disorder.
Aims: The purpose of this study was to investigate the efficacy of a self-esteem-based Play application package on self-motivation and anxiety levels of students with specific learning disabilities.
Methods: The method of this study was a semi-experimental pre-test-post-test design with a control group and a two-month follow-up. The statistical population of the study included all female students aged 8 to 11 years with specific learning disorder in Tehran in 2024, and Using purposive sampling, 30 of them were selected and randomly assigned to two experimental groups (15 people) and control groups (15 people). Data collection tools in this study included Self-Motivation Scale (Barkley, 2012) and Beck Anxiety Inventory (Beck & Steer, 1990). Also, data analysis of this study was performed using variance analysis with repeated measurement and SPSS-26 software.
Results: The results of this study showed that self-esteem-based Play application package training had a significant and sustainable effect on Increased self-motivation and reducing d all components of anxiety (physical, mental, and panic symptoms) in students with specific learning disabilities (P< 0.05).
Conclusion: According to the findings of the present study, psychologists at specialized centers for learning disorders can use a self-esteem-based play education program to enhance self-motivation, academic motivation, and reduce anxiety in students with learning disorder.
Type of Study: Research |
Subject:
Special
Received: 2025/08/21 | Accepted: 2025/10/22 | Published: 2026/03/21
Received: 2025/08/21 | Accepted: 2025/10/22 | Published: 2026/03/21
References
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)