مجله رویش روانشناسی از دادن گواهیهای کاغذی معذور است. لطفا تقاضا نکنید. همه گواهی ها در صفحه شخصی کاربران موجود است.
year 15, Issue 5 (2nd Summer 2026 2026)
Rooyesh 2026, 15(5): 227-236 |
Back to browse issues page
Ethics code: IR.IAU.AHVAZ.REC.1404.419
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Gholami Laksar A, Asgari P, Naderi F, Bavi S. (2026). Feasibility Study of a Learning Disorder Educational Package Emphasizing Cognitive, Emotional, and Psychomotor Components on Anxiety in Children with Specific Learning Disorder in Writing. Rooyesh. 15(5), 227-236.
URL: http://frooyesh.ir/article-1-6805-en.html
URL: http://frooyesh.ir/article-1-6805-en.html
1- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. P.askari1404@iau.ac.ir & p.askary@iauahvaz.ac.ir ,P.askari1404@iau.ac.ir
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. P.askari1404@iau.ac.ir & p.askary@iauahvaz.ac.ir ,
Abstract: (36 Views)
The present study aimed to examine the feasibility of a learning disability educational package emphasizing cognitive, emotional, and psychomotor components in reducing anxiety in children with specific learning disorder with impairment in written expression. The research method was quasi-experimental, employing a pretest–posttest control group design with a two-month follow-up period. The statistical population consisted of students diagnosed with specific learning disorder with impairment in written expression who were referred to counseling centers affiliated with the Department of Education in Karaj during the 2024–2025 academic year. From this population, 30 participants were selected using purposive sampling and randomly assigned to the experimental and control groups. The research instruments included the Anxiety Scale (PAS; Spence, 1997) and the Writing Skills Questionnaire (WSQ; Seif Naraghi & Naderi, 2017). The learning disability educational package was implemented in 10 one-hour sessions for the experimental group. Data were analyzed using repeated measures analysis of variance and Bonferroni post hoc tests. The findings indicated a significant difference between pretest and posttest anxiety scores in the experimental and control groups at the 0.001 level. Moreover, no significant difference was observed between posttest and follow-up mean scores in the experimental group at the 0.001 level, indicating that the effects were maintained during the follow-up period. Based on the results, the learning disability educational package with an emphasis on cognitive, emotional, and psychomotor components was effective in reducing anxiety in children with learning disorders in written expression.
Type of Article: Applicable |
Subject:
General Psychology
Received: 2025/12/10 | Accepted: 2025/12/18 | ePublished: 2026/08/1
Received: 2025/12/10 | Accepted: 2025/12/18 | ePublished: 2026/08/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
