Volume 18, Issue 4 (Pajouhan Scientific Journal, Summer 2020)                   psj 2020, 18(4): 1-7 | Back to browse issues page

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Abbaslou F. The effect of cognitive-behavioral game therapy on academic achievement and self-esteem in students with specific learning disorders. psj. 2020; 18 (4) :1-7
URL: http://psj.umsha.ac.ir/article-1-542-en.html
Mohaghegh Ardasbili , fatemehmaghsoudi40@gmail.com
Abstract:   (2278 Views)
Background and Aim: The purpose of this study was to investigate the role of cognitive-behavioral play therapy in enhancing self-esteem and improving academic performance in students with special learning disorder (dyslexia and dyslexia).
Materials and Methods: The statistical population of the study consisted of 415 male students of elementary school of Shahid Danesh School in Tehran who were studying in the academic year 97-96. Sample group consisted of 44 students with dyslexic and dyslexic students who were selected by simple random sampling and were assigned to experimental and control groups. The research design was experimental (pre-test and post-test with control group). After performing pre-test Colorado Learning Problems Questionnaire (CLDQ) and Cooper Smith Self-esteem Questionnaires for both groups, the experimental group was trained for 2 weeks in 8 45-minute sessions of cognitive-behavioral game therapy training. Behaviors developed by Schauffer were subjected to post-test for both groups. The data were analyzed using ANCOVA.
Results: The results showed that play therapy significantly increased the level of self-esteem at P <0.05 level and improved mathematics and reading performance of students with dysfunction at P <0.05 and dyslexia level. P <0/01.
Conclusion: The results showed that cognitive-behavioral play therapy as an effective method in enhancing students' self-esteem and academic achievement had a positive effect on reducing math and reading problems in students with disorders. Learning becomes special.
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2019/11/13 | Accepted: 2019/12/28 | Published: 2020/04/8

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