The effectiveness of dialectical behavior therapy on academic emotion components and self-control of attention/ hyperactivity disorder

The aim of this research was to evaluate the effectiveness of Dialectical behavior therapy on academic emotion components and self-control in the attention deficit \ hyperactivity disorder in year 7 to 11 students. This research method was semi-experimental with pretest-posttest design. Using Pekran, Goerz, Frenzel's academic emotion (2005) and Tangey, Baameister, Boone's self-control (2004) questionnaires, 30 person of attention deficit\hyperactivity disorder in year 7 to 11 students were purposive selected any were randomly assigned two experimental and control group. (each group was 15) The experimental received 8 sessions of DBT based on instruction package and the control group did not receive any training in the field. After executing the DBT, academic emotion components and self-control of the members of two groups were measure again. Date were analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). in the mancova analysis for academic emotion components and self-control showed significant differences in the both groups and the avncova analysis for self-control and academic emotion components like enjoyment, angry and boredom, showed significant differences in both groups. But concerning of academic emotion components like anxiety, shame, pride and hopelessness, showed not significant differences in both groups. The results of this study which are in line with other studies that DBT has significant role in academic emotion components and self-control in the attention deficit\ hyperactivity disorder in year 7 to 11 students.