University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 12 1 2022 10 23 Comparison of decision-making styles and academic boredom in students with and without special learning disabilities Comparison of decision-making styles and academic boredom in students with and without special learning disabilities 22 32 1788 10.22098/jld.2022.9434.1943 FA Taghi Akbari Associate Professor of Educational Administration, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran Morteza Javidpour Ph.D. Student in Educational Administration, Mohaghegh Ardabili University, Ardabil, Iran Salim Kazemi Ph.D. Educational Administration, Mohaghegh Ardabili University, Ardabil, Iran Journal Article 2021 08 22 The aim of this study was to compare decision-making styles and academic boredom in students with and without special learning disabilities. The statistical population of this study included all male students enrolled in the Learning Disabilities Center of Meshginshahr in the academic year of 2019-2020. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in Participated in this study. Two groups individually and with the presence of the researcher to decision style questionnaires. Academic boredom responded. The collected data were analyzed using descriptive statistics of mean and standard deviation and multivariate analysis of variance (MANOVA) test. The results showed that students with learning disabilities in the mean scores of rational decision style (F = 9.988), intuitive decision style (F = 6.493), dependent decision style (F = 7.209), decision style Instant withdrawal (F = 10.503) and academic boredom (F = 10.149) are significantly different from the normal group. According to these results, from a practical point of view, it is recommended to hold training workshops on teaching problem-solving strategies and creating motivation to reduce academic boredom by school counselors and psychologists. The aim of this study was to compare decision-making styles and academic boredom in students with and without special learning disabilities. The statistical population of this study included all male students enrolled in the Learning Disabilities Center of Meshginshahr in the academic year of 2019-2020. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in Participated in this study. Two groups individually and with the presence of the researcher to decision style questionnaires. Academic boredom responded. The collected data were analyzed using descriptive statistics of mean and standard deviation and multivariate analysis of variance (MANOVA) test. The results showed that students with learning disabilities in the mean scores of rational decision style (F = 9.988), intuitive decision style (F = 6.493), dependent decision style (F = 7.209), decision style Instant withdrawal (F = 10.503) and academic boredom (F = 10.149) are significantly different from the normal group. According to these results, from a practical point of view, it is recommended to hold training workshops on teaching problem-solving strategies and creating motivation to reduce academic boredom by school counselors and psychologists. https://jld.uma.ac.ir/article_1788_b25927e3032dc6050cc3482baf7462d8.pdf