The Effectiveness of Cognitive Analytical Hypnotherapy on Emotional Regulation and Academic Self-Concept in Fifth and Sixth-Grade Students with Specific Learning Disabilities

Zivari Rahman, Mahmoud; Siahmoshtei, Javad; Narimani, Mohammad; Garosi, Ali

doi:10.22098/jld.2025.16445.2219

The Effectiveness of Cognitive Analytical Hypnotherapy on Emotional Regulation and Academic Self-Concept in Fifth and Sixth-Grade Students with Specific Learning Disabilities

Document Type : Research Paper

Authors

¹ Assistant Professor, Department of Educational Sciences and Counseling, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran.

² Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran.

³ Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran

⁴ MA in Clinical Psychology, Director of Psychological and Counseling Services Center, Department of Education, Bahar, Iran.

10.22098/jld.2025.16445.2219

Abstract

Objective: This study aimed to examine the effectiveness of cognitive analytical hypnotherapy on emotional regulation and academic self-concept in fifth and sixth-grade students with specific learning disabilities.
Methods: The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all fifth and sixth-grade male students with specific learning disabilities referred to a learning disorders center in Bahar city during the academic year 2023–2024. A total of 29 students were selected through convenience sampling based on inclusion and exclusion criteria and were randomly assigned to two groups: 14 in the experimental group and 15 in the control group. Data collection tools included the Emotional Regulation Questionnaire (Gross & John, 2003) and the Academic Self-Concept Questionnaire (Chen & Thompson, 2004). The experimental group participated in 8 60-minute cognitive-behavioral hypnotherapy sessions based on the Hep protocol (2012), conducted twice weekly. The control group received no therapy or supplemental classes during this period. Data analysis was performed using MANCOVA in SPSS25.
Results: The results indicated that cognitive analytical hypnotherapy had a significant impact on the linear combination of emotional regulation and academic self-concept in students with specific learning disabilities (p<0.05p < 0.05p<0.05). The effect size of cognitive analytical hypnotherapy was 0.652 for improving emotional regulation and 0.751 for enhancing academic self-concept.
Conclusion: Cognitive analytical hypnotherapy significantly improves emotional regulation and academic self-concept in fifth and sixth-grade students with specific learning disabilities and is recommended as an effective intervention to enhance their psychological capabilities.

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