the Effectiveness of the Academic Resilience Training Program on Academic Self-efficacy and Motivational Structure of Students with Specific Learning Disabilities

Document Type : Research Paper

Authors

1 Associate professor of Psychology and Education of Exceptional Children, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

2 Professor of Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

3 Master of Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

4 Educational psychology, Farhangian University, Tehran, Iran

Abstract

Objectives: The aim of this study was to investigate the effectiveness of the academic resilience training program on the academic self-efficacy and motivational structure of students with specific learning disabilities.
Methods & Materials: The research method was a semi-experimental type with an experimental-control group and a follow-up phase. The statistical population of this research included fourth, fifth, and sixth-grade students with specific learning disabilities who were referred to Tabriz City Disorders Center in the academic year of 1402-1401. The sample size including 32 people (experimental group 16 people, control group 16 people) were replaced as available. The experimental group was trained in academic resilience and the intervention was implemented for 10 group sessions for 60 minutes on the experimental group. This was while the control group did not receive any intervention. The research tools included McIlroy and Bunting's academic self-efficacy scale and Cox and Klinger's motivational structure questionnaire (PCI). Data were analyzed using SPSS version 28 software and multivariate analysis of variance (repeated measurement).
Results: The results of multivariate analysis of variance (repeated measurement) showed that the educational resilience training package intervention significantly affected the academic self-efficacy and motivational structure of students with special learning disorders in the post-test and follow-up stages.
Conclusions: The findings of this research provide helpful information regarding the academic resilience program, and psychologists and counselors can use this educational package to improve academic self-efficacy and motivational structure in students with specific learning disabilities.

Keywords

Main Subjects


ابراهیمی، ع.، و ابو المعالی الحسینی، خ. (1398). نقش واسطه‌ای ساختار انگیزشی در رابطهٔ بین توانایی‌های شناختی با رفتارهای پرخطر در نوجوانان. فصلنامه روان‌شناسی تربیتی، 13(46)، 171-190. [Doi: https://doi.org/10.22054/jep.2018.8481]
امینی، س.، سادات خشوعی، م. (1396). رابطه تاب‌آوری و شادکامی والدین با مشکلات رفتاری دانش‌آموزان ابتدایی، فصلنامه روان‌شناسی افراد استثنایی، 7(26)، 159-176.
بهزادپور ، س.، سادات مطهری.، ز و گودرزی، پ. (1392). رابطه ی بین حل مسأله و تاب آوری با میزان رفتارهای پرخطر در بین دانش آموزان دارای پیشرفت تحصیلی بالا و پایین. روانشناسی مدرسه و آموزشگاه، 2(4)،25-42. https://jsp.uma.ac.ir/article_2.html
باباجانی گرجی، ل.، حجازی، م.، مروتی، ذ.، و یوسفی افراشته، م. (1398). نقش میانجی خودکارآمدی تحصیلی در رابطه بین تاب‌آوری تحصیلی و درگیری تحصیلی در دانشجویان رشته‌های پزشکی و پیراپزشکی. مجله توسعه آموزش جندی‌شاپور اهواز، 10(4)، 294-305. [ https://doi.org/10.22118/edc.2019.99560 Doi:]
برجعلی لو، س. (1386). تفکر انتقادی، سبک‌های هویت و تعهد هویت بینی: پیش‌بینی خودکارآمدی تحصیلی دانش‌آموزان پایه سوم دبیرستان. پایان‌نامه کارشناسی ارشد، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران. https://noordoc.ir/thesis/81897
پور طالب، ن.، بدری گرگری، ر.، نعمتی، ش.، و هاشمی، ت. (1400). اثربخشی برنامه آموزش پذیرش و تعهد بر میزان تاب‌آوری تحصیلی در دانش‌آموزان دارای اختلال یادگیری ویژه، مجله پژوهش‌های کاربردی روان‌شناختی، 11(4)، 131-147. 10.22059/JAPR.2021.301283.643504
جمالی، م.، نوروزی، آ.، طهماسبی، ر. (1392). عوامل مؤثر بر خودکارآمدی تحصیلی و ارتباط آن با موفقیت تحصیلی در دانشجویان دانشگاه علوم پزشکی بوشهر سال 92-1391، مجله ایرانی آموزش در علوم پزشکی، 13(8)، 629-641. http://ijme.mui.ac.ir/article-1-2638-fa.html
داداش ­­زاده کله سر، ر.، نریمانی، م و رضایی ­راد، م. (1400). نقش تاب آوری، تنظیم هیجان و خودکارآمدی در پیش بینی فرسودگی تحصیلی دانش آموزان دختر در مدارس متوسطه دوم شهر اردبیل. روانشناسی مدرسه، 10(1)، 86-103. https://jsp.uma.ac.ir/article_1139.html
دلاور، ع. (1385). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. تهران: کلک آزاد.
سلیمانیان، ع.، گل پیچ، ز.، و دررودی، ح. (1392). مقایسه تاب‌آوری و رفتارهای پرخطر بر اساس ساختار انگیزشی در نوجوانان، نشریه دانشگاه علوم پزشکی خراسان شمالی، 5(2)، 387-394. [Doi.10.29252/jnkums.5.2.387]
صالحی فدردی، ج.، باقری نژاد، م.، فرزانه، ز.، و طالبیان شریف، ج. (1390). بررسی رابطه بین ساختار انگیزشی و رضایت زناشویی. پژوهش‌های روان‌شناسی بالینی و مشاوره. [Doi:10.22067/IJAP.V1I1.2353]
صدری دمیرچی، ا.، بشرپور، س.، رمضانی، ش.، و کریمیانپور، غ. (1396). اثربخشی آموزش برنامه تاب‌آوری بر خشم و بهزیستی روان‌شناختی دانش‌آموزان تکانشور. روان‌شناسی مدرسه و آموزشگاه، 6(4)، 120-139. ‌[Doi: 10.22098/JSP.2018.607]
صدوقی، م. (1397). رابطه خودکارآمدی و تاب‌آوری تحصیلی با سازگاری و عملکرد تحصیلی دانشجویان علوم پزشکی، نشریه راهبردهای آموزش در علوم پزشکی، 11(2)، 7-14. [Doi.10.29252/edcbmj.11.02.02]
صدوقی، م.، و حسامپور، ف. (1398). نقش واسطه‌ای شادکامی در رابطه میان امید و خودکارآمدی تحصیلی با سرزندگی تحصیلی، نشریه رویش روان‌شناسی، 8(9)، 21-30.. http://dorl.net/dor/20.1001.1.2383353.1398.8.9.21.3
عبدی خان، ز.، برجعلی، ا.، بلیاد، م.، ابو المعالی الحسینی، خ.، و مشایخ، م. (1401). ارائه مدل ساختاری پیش‌بینی تاب‌آوری بر اساس تیپ‌های شخصیتی اینیاگرام با میانجی گری ساختار انگیزشی انطباقی در دانشجویان، مجله سبک زندگی اسلامی با محوریت سلامت، 6(3)، 110-119.
فتاحی، ا.، جدیدی، ه.، احمدیان، ح.، و مرادی، ا. (1400). اثربخشی بسته آموزشی تاب‌آوری تحصیلی، دل‌بستگی به مدرسه، خودپنداره تحصیلی و درگیری تحصیلی بر سازگاری تحصیلی. مجله مطالعات روانشناسی تربیتی، 18(43)، 84-63. [Doi: 10.22111/JEPS.2021.6485]
محبی، س.، شکری، ا.، و پورشهریار، ح. (1397). تأثیر برنامه آموزش تاب‌آوری بر ارزیابی‌های شناختی، مقابله و هیجان‌ها، فصلنامه روانشناسی تحولی: روانشناسان ایرانی، 15(57)، 83-99. https://jip.stb.iau.ir/article_545697.html
محمدی، خ.، تجلی، پ.، و قنبری پناه، ا. (1401). اثربخشی آموزش برنامه تاب‌آوری بر استرس فرزند پروری مادران دانش‌آموزان دختر با اختلال فلج مغزی. فصلنامه فرهنگی تربیتی زنان و خانواده، 17(60)، 223-249. ‌[20.1001.1.26454955.1401.17.60.9.2 Doi:]
نریمانی، م.، و طاهری فرد، م. (1398). اثربخشی آموزش مبتنی بر پذیرش و تعهد بر کاهش اجتناب تجربه‌ای و پریشانی روان‌شناختی نوجوانان دارای اختلال یادگیری خاص. ناتوانی‌های یادگیری، 8(4)، 110-133. [Doi:10.22098/JLD.2019.823]
یاراحمدی، ی.، نادری، ن.، اکبری، م.، و یعقوبی، ا. (1398). اثربخشی برنامه آموزشی مبتنی بر تاب‌آوری تحصیلی در تعلل ورزی تحصیلی و عملکرد تحصیلی دانش‌آموزان. تدریس پژوهی، 7(1)، 233-249. [Doi:10.34785/J012.2019.330]
حیدریان، م.، و سلیمی، ن. (1390). اثربخشی رویکرد گروه‌درمانی مبتنی بر ذهن آگاهی بر خودکارآمدی تحصیلی، انگیزش پیشرفت و راهبردهای مقابله با استرس دانش آموزان. رهبری آموزشی کاربردی، 2 (2)، 27-36. https://ael.uma.ac.ir/article_1529.html
رزاقیان، ف.، و بیگدلی، ا. (1394). مقایسه اثربخشی برنامه مشاوره انگیزشی نظام‌مند گروهی با دارودرمانی در کاهش علائم اختلال افسرده خویی. مطالعات روان‌شناسی بالینی، 5(20)، 1-23. https://jcps.atu.ac.ir/article_1852.html
حیدریان، م.، و سلیمی، ن. (1400). اثربخشی رویکرد گروه‌درمانی مبتنی بر ذهن آگاهی بر خودکارآمدی تحصیلی، انگیزش پیشرفت و راهبردهای مقابله با استرس در دانش آموزان. رهبری آموزشی کاربردی، 2(2)، 27-36. https://ael.uma.ac.ir/article_1529.html
سلیمانی، م. (1399). اثربخشی درمان مبتنی بر پذیرش و تعهد بر خودکارآمدی تحصیلی و اهمال‌کاری تحصیلی دانش آموزان. فصل‌نامه روان‌شناسی و علوم رفتاری ایران، 32 (5)، 59-68. https://www.sid.ir/paper/833004/fa
References
Abdi Khan Z, Borjali A, Beliad M, Abul Maali Al-Hussaini K, Mashayekh M. Presenting a Structural Model of Predicting Resilience based on Enneagram Personality Types with the Mediation of Adaptive Motivational Structure in Students. Islamic Life Style 2022; 6 (3):110-119. (Persian)
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., ... & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1-23.‌ ]DOI:https://doi.org/10.1007/s10212-021-00594-6[
Aliyev, R., Akbaş, U., & Özbay, Y. (2021). Mediating role of internal factors in predicting academic resilience. International Journal of School & Educational Psychology, 9(3), 236-251. https://doi.org/10.1080/21683603.2021.1904068
American Psychiatric Association, D. S. M. T. F., & American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders: DSM-5 th. Washington, DC: American psychiatric association.
Amini, S., & Khoshouei, M. S. (2017). Relationship between Resilience and Happiness in Parents with Behavioral Problems in Elementary School Students. Psychology of Exceptional Individuals7(26), 159-176.) Persian(
Behzadpour, S., Sadat Motahari, Z., & Gudarzi, P. (2012). The relationship between problem solving and resilience with the amount of high-risk behaviors among students with high and low academic achievement. Journal of school psychology, 2(4), 25-42. https://jsp.uma.ac.ir/article_2.html
Babajani gorji, L., Hejazi, M., Morovvati, Z., & Yoosefi Afrashteh, M. (2019). The Mediating Role of Academic Self-efficacy in the Relationship between Academic Resilience and Academic Engagement in Medical and Paramedical Students. Educational Development of Judishapur, 10(4), 294-305. (Persian)
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in psychology, 6, 1781. ]DOI: https://doi.org/10.3389/fpsyg.2015.01781[
Cobb, C., Xie, J., Gallo, K., Boyd, M., Wilkins, M., Wadsworth, M., & Brake, L. (2023). Protective Factors Contributing to Academic Resilience in College Students During COVID-19. American Journal of Distance Education, 1-12.‌ ]DOI:https://doi.org/10.1080/08923647.2023.2168106[
Commodari, E., La Rosa, V. L., Sagone, E., & Indiana, M. L. (2022). Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders: A Cross-Sectional Study. European Journal of Investigation in Health, Psychology and Education, 12(8), 1034-1049. ]DOI:https://doi.org/10.3390/ejihpe12080074[
Cox, W. M., & Klinger, E. (2002). Motivational structure: Relationships with substance use and processes of change. Addictive behaviors, 27(6), 925-940. https://doi.org/10.1016/S0306-4603(02)00290-3
Cox, W. M., & Klinger, E. (2004). Measuring motivation: the motivational structure questionnaire and personal concerns inventory. Handbook of motivational counseling: Concepts, approaches, and assessment, 141- 175. ]DOI.http://dx.doi.org/10.1002/9780470713129.ch8[
Cox, W. M., & Klinger, E. (2011). Handbook of motivational counseling: Goalbased approaches to assessment and intervention with addiction and other problems (2nd Ed.). Wiley-Blackwell. ]DOI:https://doi.org/10.1002/9780470979952[
Cox, W. M., & Klinger, E. (2011). Measuring motivation: The motivational structure questionnaire and personal concerns inventory and their variants. Handbook of motivational counseling: Goal‐based approaches to assessment and intervention with addiction and other problems, 159-204. ]DOI:10.1002/9780470979952[
Cox, W. M., & Klinger, E. (2023). Assessing current concerns and goals idiographically: A review of the Motivational Structure Questionnaire family of instruments. Journal of Clinical Psychology, 79(3), 667-682. ]DOI: 10.1002/jclp.23256[
Dadashzadeh, R., Narimani, M., & Rezaei rad, M. (2021). The role of resilience, emotional regulation and self-efficacy in predicting academic burnout of female students in senior high schools of Ardabil, Journal of school psychology, 10(1), 207-216. https://jsp.uma.ac.ir/article_1139.html
Deng, L., Daverpanah, N., & Izadpanah, S. (2023). The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students. Frontiers in Psychology, 13, 8347.‌ ]DOI: 10.3389/fpsyg.2022.947577[
Dwiastuti, I., Hendriani, W., & Andriani, F. (2022). The impact of academic resilience on academic performance in college students during the COVID-19 pandemic. KnE Social Sciences, 25-41. https://doi.org/10.18502/kss.v7i1.10198
Ebrahimi, E., & Abolmaali Alhosseini, K. (2017). The Mediating Role of Motivational Structure in the Relationship between Cognitive Abilities and High-Risk Behaviors in Adolescents. Educational Psychology, 13(46), 171-190. (Persian)
Esmaeil Sadri Damirchi, (2018). Effectiveness of resilience training on anger control and psychological well-being in impulsive students, Journal of School Psychology, 6(4), 120-139. (Persian)
Etherton, K., Steele-Johnson, D., Salvano, K., & Kovacs, N. (2022). Resilience effects on student performance and well-being: the role of self-efficacy, self-set goals, and anxiety. The Journal of general psychology, 149(3), 279-298. ]DOI:https://doi.org/10.1080/00221309.2020.1835800[
Fadardi, J. S., Azad, H., & Nemati, A. (2010). The relationship between resilience, motivational structure, and substance use. Procedia-Social and Behavioral Sciences, 5, 1956-1960.
Fattahi, O., Jadidi, H., Ahmadiyan, H., & Moradi, O. (2021). The effectiveness of the training package of educational resilience, school attachment, academic self-concept and academic engagement on academic adjustment. Journal of Educational Psychology Studies, 18(43), 84-63. (Persian)
Filippello, P., Buzzai, C., Messina, G., Mafodda, A. V., & Sorrenti, L. (2020). School refusal in students with low academic performances and specific learning disorder. The role of self-esteem and perceived parental psychological control. International Journal of Disability, Development and Education67(6), 592-607.DOI:https://doi.org/10.1080/1034912X.2019.1626006[
García-Martínez, I., Augusto-Landa, J. M., Quijano-López, R., & León, S. P. (2022). Self-concept as a mediator of the relation between university students’ resilience and academic achievement. Frontiers in Psychology, 12, 747168.‌ ]DOI:https://doi.org/10.3389/fpsyg.2021.747168[
Goegan, L. D., & Daniels, L. M. (2020). Students with LD at postsecondary: Supporting success and the role of student characteristics and integration. Learning Disabilities Research & Practice, 35(1), 45–56. ]DOI:https://doi.org/10.1111/ldrp.12212[
Hassan, H. H. F., & Ibraheem, M. M. K. (2022). Using Strategies of Multiple Intelligences Among Students with and Without Learning Disabilities in Mathematics and Their Impact on Academic Self-Efficacy. Journal of Positive Psychology and Wellbeing, 6(1), 3098-3125. https://journalppw.com/index.php/jppw/article/view/4799
Heiman, T., & Olenik-Shemesh, D. (2020). Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being. International Journal of Environmental Research and Public Health, 17(20), 7358. https://doi.org/10.3390/ijerph17207358
Isakson B. (2002). Characteristics and enhancement of resiliency in young people. A research paper for master of science degree with major in guidance and counseling. University of Wisconsin-Stout. https://minds.wisconsin.edu/handle/1793/40465
Jamali, M., Noroozi, A., & Tahmasebi, R. (2013). Factors affecting academic self-efficacy and its association with academic achievment among students of Bushehr University Medical Sciences 2012-13. Iranian Journal of Medical Education, 13(8), 629-641.
Lou, Y., Taylor, E. P., & Di Folco, S. (2018). Resilience and resilience factors in children in residential care: A systematic review. Children and Youth Services Review, 89, 83–92. ]DOI:https://doi.org/10.1016/j.childyouth.2018.04.010[
Martin, A. J., & Marsh, H. W. (2003). Academic resilience and the four Cs: Confidence. Control, Composure, and Commitment. https://www.researchgate.net/publication/249941419
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools43(3), 267-281. ]DOI:https://doi.org/10.1002/pits.20149[
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child development, 85(1), 6-20].DOI: https://doi.org/10.1111/cdev.12205[
Matteucci, M. C., & Soncini, A. (2021). Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. Research in Developmental Disabilities, 110, 103858.]DOI: 10.1016/j.ridd.2021.103858[
Mawila, D. (2019). Relationship between resilience and social ecological support among learners with specific learning sisability in LSEN schools (Doctoral dissertation, University of Johannesburg).‌
Mawila, D. (2022). The Mediation role of Caregivers and Context on Individual Factors in Enabling Resilience Among Learners with Specific Learning Disability. Interchange, 1-14.‌ ]DOI:10.1007/s10780-022-09484-2[
Mawila, D. (2023). Growing resilience capacity for learners presenting with specific learning disability in learners with Specific education needs schools. African Journal of Disability (Online), 12, 1-8.
McIllroy, D., & Bunting, B. (2002). Personality behavior and academic achievement: Principles for educators to inculcate and students to model. Contemporary EducationalPsychology, 27, 326-337.]DOI: DOI:https://doi.org/10.1006/ceps.2001.1086[
Mensah, C., Azila-Gbettor, E. M., Nunyonameh, C. R., Appietu, M. E., & Amedome, S. N. (2023). Research methods anxiety, attitude, self-efficacy and academic effort: a social cognitive theory perspective. Cogent Psychology, 10(1), 2167503. ]DOI: https://doi.org/10.1080/23311908.2023.2167503[
Mohammadi, K., Tajalli, P., & Ghanbari Panah, A. (2022). The Effectiveness of Resilience Training Program on Parenting Stress of Mothers’ Female Students With Cerebral Palsy. The Women and Families Cultural-Educational17(60), 223-249. (Persian)
Mohebi, S., Shokri, O., & Pourshahriar, H. (2018). Effect of Resilience Education on Cognitive Appraisals, Coping and Emotions, Developmental Pscychology, 15(57), 83-99. (Persian)
Narimani, M., & Taherifard, M. (2019). The effectiveness of acceptance/commitment training to decrease experiential avoidance and psychological distress in teenagers with specific learning disorder. Journal of Learning Disabilities, 8(4), 110-133. (Persian) 
Niazov, Z., Hen, M., & Ferrari, J. R. (2022). Online and academic procrastination in students with learning disabilities: the impact of academic stress and self-efficacy. Psychological Reports, 125(2), 890-912.‌ ]DOI: 10.1177/0033294120988113[
Pekrun, R., & Marsh, H. W. (2022). Research on situated motivation and emotion: Progress and open problems. Learning and Instruction, 81, 101664. ]DOI. https://doi.org/10.1016/j.learninstruc.2022.101664[
Pourtaleb, N., Badri Gargari, R., Nemati, S., & Hashemi, T. (2021). The Effect of Acceptance and Commitment Training on Academic Resiliency in Students with Specific Learning Disability. Journal of Applied Psychological Research, 11(4), 131-147. (Persian)
Rezeki, S., Mayrosa, U., Luthfiyyah, M. H. A., Mazaya, F., Sukamto, A., Malfiro, A., ... & Jubta, N. (2022). THE EFFECT OF POSITIVE THINKING TRAINING ON ACADEMIC SELF-EFFICACY STUDENTS OF PSYCHOLOGY UIN PALEMBANG. Indonesian Journal of Multidisciplinary Sciences (IJoMS), 1(2), 236-247.]DOI:https://doi.org/10.59066/ijoms.v1i2.164[
Sadoughi, M. (2018). The relationship between academic self-efficacy, academic resilience, academic adjustment, and academic performance among medical students. Education Strategies in Medical Sciences, 11(2), 7-14. (Persian) 
Sadoughi, M., & Hesampour, F. (2019). The mediating role of happiness in the relation between hope and academic self-efficacy with academic buoyancy among students. Rooyesh-e-Ravanshenasi Journal (RRJ), 8(9), 21-30. (Persian) ]DOI:20.1001.1.2383353.1398.8.9.21.3[
Sadri Damirchi, E., Bashorpoor, S., Ramezani, S., & Karimanpour, G. (2018). Effectiveness of resilience training on anger control and psychological well-being in impulsive students. Journal of School Psychology, 6(4), 120-139. (Persian)
Salehi Fadardi, J., Bagherinezhad, M., Farzaneh, Z., & Talebian Sharif, J. (2011). The relationship between motivational structure and marital satisfaction. Research in Clinical Psychology and Counseling, 1(1), -. doi: 10.22067/ijap.v1i1.2353. (Persian)
heydarian, M., & salimi, N. (2021). Effectiveness of mindfulness-based group therapy approach on academic self-efficacy, achievement motivation and stress coping strategies in students. Applied Educational Leadership2(2), 27-36. (Persian)
Soleimani, M. (2019). The effectiveness of treatment based on acceptance and commitment on academic self-efficacy and academic procrastination of students. Psychology and Behavioral Sciences of Iran, 32 (5), 59-68. (Persian)
Schunk, D. H., & DiBenedetto, M. K. (2020). Social cognitive theory, self-efficacy, and students with disabilities: Implications for students with learning disabilities, reading disabilities, and attention-deficit/hyperactivity disorder. In Handbook of educational psychology and students with Specific needs (pp. 243-261). Routledge. ]DOI:https://doi.org/10.1016/bs.adms.2020.10.001[
Seligman, M. E. P. (1991). Learned optimism. New York: Alfred A. Knopf.
Shamloo, Z. S., & Cox, W. M. (2010). The relationship between motivational structure, sense of control, intrinsic motivation and university students' alcohol consumption. Addictive behaviors, 35(2), 140-146. ]DOI:https://doi.org/10.1016/j.addbeh.2009.09.021[
Soleimanian Aa, Golpich Z., Darrodi H, (2013). A comparison of resilience and risky behaviors based on motivational structure among the youth, Journal of North Khorasan University of Medical Sciences, 5(2), 387-394.) Persian(
razzaghian, F., & Bigdeli, I. (2015). Comparison of Systematic Motivational Counseling with Pharmacotherapy on Decrease of Dysthymic Disorder Symptoms. Clinical Psychology Studies, 5(20), 1-23. ) Persian(
Sorrenti, L., Spadaro, L., Mafodda, A. V., Scopelliti, G., Orecchio, S., & Filippello, P. (2019). The predicting role of school Learned helplessness in internalizing and externalizing problems. An exploratory study in students with Specific Learning Disorder. Mediterranean Journal of Clinical Psychology, 7(2). ]DOI:10.6092/2282-1619/2019.7.2035[
Tuckman, B. W., & Kennedy, G. J. (2011). The impact of resilience on academic success for students with learning disabilities. Journal of Learning Disabilities, 44(5), 401-409.
heydarian, M., & salimi, N. (2021). Effectiveness of mindfulness-based group therapy approach on academic self-efficacy, achievement motivation and stress coping strategies in students. Applied Educational Leadership2(2), 27-36. (Persian)
Williams, J., & Kumar, A. (2023). Mediating role of self-concept on character strengths and well-being among adolescents with specific learning disorder in India. Research in Developmental Disabilities, 132, 104372.‌ ]DOI:https://doi.org/10.1016/j.ridd.2022.104372[
Yang, S., & Wang, W. (2022). The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement. Frontiers in Psychology, 12, 6548.]DOI: DOI:https://doi.org/10.3389/fpsyg.2021.823537[
Yu, X., Zuk, J., & Gaab, N. (2018). What factors facilitate resilience in developmental dyslexia? Examining protective and compensatory mechanisms across the neurodevelopmental trajectory. Child development perspectives, 12(4), 240-246.‌ ]DOI:https://doi.org/10.1111/cdep.12293[