The Effectiveness of Hope Training on Academic Engagement, Academic Burnout and Academic Optimism in Students with Learning Disorder

The purpose of this study was to investigate the effectiveness of hope training on academic engagement, academic burnout and academic optimism in students with learning disorder.

This study was a semi-experimental design with pretest-posttest, control group and follow-up period. The study population consisted of all students referring to the Center for Learning Disabilities of Boushehr Province. The research sample consisted of 40 students who were selected by available sampling method and randomly assigned to the two groups of experimental and control. The measurement tools were Academic Engagement, Academic Burnout and Questionnaire. The experimental group received 9 sessions (60 minutes each) of group training of Snyder's Theory of Hope Protocol. For statistical data analysis, mixed variance analysis with repeated measures design was used.

The results showed that hope training had an effect on academic engagement (p≤0/001), academic burnout (p≤0/001) and academic optimism (p≤0/001) in students with learning disorder. This effect remained unchanged in the two-month follow-up phase.

Hope training, as an effective and functional intervention, could be used to improve academic engagement, academic burnout and academic optimism in students with learning disorder.