The effectiveness of successful intelligence-based educationon academic motivation and academic self-regulation ofstudents with specific learning disorder

Background & Purpose:

Learning disorder is a chronic problem with a neurological and developmental basis that usually begins early in development. The aim of this study was the effectiveness of successful intelligence-based education on academic motivation and academic self-regulation of students with specific learning disorder. This research was a quasi-experimental method with pre-test and post-test with control and experimental groups. The statistical population of the study included all male students aged 13-15 years with learning disabilities referred to educational and clinical centers in Khorramabad in the academic year of 2020- 2021. Among the statistical population, 40 male students with specific learning disorder who were eligible volunteers were randomly assigned to the experimental (n = 20) and control (n = 20) groups. The experimental group was trained for 12 sessions of 75 minutes. In order to collect research data, Harter Academic Motivation Questionnaire, Karl Magno Academic Self-Regulation Scale and Sternberg Successful Intelligence Training were used. Multivariate and univariate analysis of covariance were used to analyze the research data.

The results of the analysis of research findings showed that education based on successful intelligence has a significant effect on academic motivation and academic self-regulation of subjects (P<0/005).

The findings of this study showed that among the effective methods to increase academic motivation and academic self-regulation of students with specific learning disorder is successful education based on intelligence.