{"title":"接受与承诺训练计划对特殊学习障碍学生学业压力和学业倦怠水平的影响","authors":"Shahrooz Nemati, Narges Pourtaleb, Rahim BadriGargari, Touraj Hashemi, Rukiya Deetjen, Nazila Shojaeian","doi":"10.1007/s41252-022-00307-0","DOIUrl":null,"url":null,"abstract":"<div><h2>Abstract\n</h2><div><h3>Objectives</h3><p>Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD.</p><h3>Methods</h3><p>This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI).</p><h3>Results</h3><p>Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress.</p><h3>Conclusions</h3><p>The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD.</p></div></div>","PeriodicalId":36163,"journal":{"name":"Advances in Neurodevelopmental Disorders","volume":"7 4","pages":"502 - 511"},"PeriodicalIF":1.3000,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s41252-022-00307-0.pdf","citationCount":"1","resultStr":"{\"title\":\"The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability\",\"authors\":\"Shahrooz Nemati, Narges Pourtaleb, Rahim BadriGargari, Touraj Hashemi, Rukiya Deetjen, Nazila Shojaeian\",\"doi\":\"10.1007/s41252-022-00307-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h2>Abstract\\n</h2><div><h3>Objectives</h3><p>Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD.</p><h3>Methods</h3><p>This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI).</p><h3>Results</h3><p>Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress.</p><h3>Conclusions</h3><p>The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD.</p></div></div>\",\"PeriodicalId\":36163,\"journal\":{\"name\":\"Advances in Neurodevelopmental Disorders\",\"volume\":\"7 4\",\"pages\":\"502 - 511\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-12-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://link.springer.com/content/pdf/10.1007/s41252-022-00307-0.pdf\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Neurodevelopmental Disorders\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s41252-022-00307-0\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Neurodevelopmental Disorders","FirstCategoryId":"1085","ListUrlMain":"https://link.springer.com/article/10.1007/s41252-022-00307-0","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
The Effectiveness of Acceptance and Commitment Training Program on the Level of Academic Stress and Academic Burnout in Students with Specific Learning Disability
Abstract
Objectives
Specific learning disability (SLD) is one of the most prevalent neurodevelopmental disorders that leads to many psychological consequences for students with such disorders. The present study aimed to determine the effect of acceptance and commitment training programs on the level of academic stress and burnout in students with SLD.
Methods
This study was a quantitative research conducted with a pre-test/post-test quasi-experimental design and a control group. The research population consisted of female students with SLD in Tabriz, Iran, selected through random cluster sampling method. The data were collected using Gadzella’s Student-Life Stress Inventory (SLSI) and School Burnout Inventory (SBI).
Results
Multivariate analysis of covariance was used to analyze the data. Given the results of the data analysis, the application of acceptance and commitment therapy (ACT) was seen to reduce the amount of academic stress and academic burnout in students with SLD. Since acceptance and commitment training can reduce academic stress and burnout in this group of students, it could be considered an effective intervention to reduce students’ psychological distress.
Conclusions
The present findings will pave the way for further research in the field of interventions associated with the psychological problems of students with SLD.
期刊介绍：
Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.
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