The effect of plays based on psychological, perceptual-developmental and social aspects on social responsibility, test anxiety and academic self-efficacy of students with learning disabilities

Document Type : Scientific Articles

Authors

1 Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

2 Ph.D. student in Educational Psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

3 Ph.D. student in Educational Psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran

Abstract

The aim of this study was to investigate the effect of plays based on psychological, perceptual-developmental and social aspects on social responsibility, test anxiety and academic self-efficacy of students with learning disabilities. This quasi-experimental study with a two-group design of before, after and follow-up methods was performed on a fifth grade girl with a math disorder in primary schools of Birjand city in the academic year 2021-2022. 8-session intervention with the selected protocol from Nezamabadi and Pishiareh apartment plays book and taking into account the principle of psychological, perceptual-developmental and social aspects. No intervention was performed for the control group. Data were collected using Kordloo Responsibility Questionnaire (2010), Spielberger Test Anxiety Questionnaire (1980) and Jinks and Morgan Academic Self-Efficacy Questionnaire (1999) in three stages before, after and three weeks later and using descriptive statistics such as mean, frequency and standard deviation. But inferences such as univariate analysis of variance were analyzed in SPSS software version 18 at a significance level of p <0.05. The results showed that after the intervention, a significant improvement in the scores of social responsibility, test anxiety and academic self-efficacy of the experimental group compared to the control group was obtained (P <0.001). This study revealed the importance of using interventions with plays based on psychological, perceptual-developmental and social aspects in improving social responsibility, test anxiety and academic self-efficacy of students with learning disabilities. Therefore, it is suggested that such interventions in school curricula be considered by principals, teachers and psychological counselors.

Keywords

References

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Journal of Educational Psychology Studies
Volume 22, Issue 59
September 2025
Pages 33-1

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