Investigating the effectiveness of critical thinking training on academic resilience and academic self-regulation of male students with special learning disorder

Articles in Press

Document Type : Scientific Articles

Authors

1 Master's degree in General Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.

2 Allameh Tabatabaei Ph.D. student of educational technology of educational sciences and psychology

3 Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

4 Master's degree in adult education, educational sciences and psychology

5 Master of Curriculum Planning in Educational Sciences and Psychology

10.22111/jeps.2026.50065.5845

Abstract

Purpose: The purpose of this research was to investigate the effectiveness of critical thinking training on academic resilience and academic self-regulation of male students with special learning disorder. Method: The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all male students with special learning disorder in the fourth, fifth and sixth grades of elementary school in Birjand city in the academic year of 2022-2023. Among the statistical population, 28 male students with special learning disorder were selected by purposeful sampling, and all of them were randomly assigned in the form of two experimental (14 people) and control (14 people) groups. The critical thinking training program was implemented for 12 1-hour sessions for the experimental group. In order to collect research data, Samuels' academic resilience questionnaire (2004) and Sawari and Arabzadeh's academic self-regulation questionnaire (2012) were used. In order to analyze the data, univariate and multivariate analysis of covariance was used. Findings: The results of covariance analysis indicated the effectiveness of critical thinking training on academic resilience and academic self-regulation of male students with learning disorder students (p<0.005). In other words; Academic resilience and academic self-regulation of students have improved significantly as a result of critical thinking training. Conclusion: According to the results of this research, it is suggested to use critical thinking training to strengthen and improve academic resilience and academic self-regulation of students with special learning disorde.

Keywords

Journal of Educational Psychology Studies

Articles in Press, Accepted Manuscript
Available Online from 07 February 2026

Files

Share

How to cite

Statistics