University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 9 4 2020 08 22 Effectiveness of cognitive-behavior play therapy on academic resilience and academic well-being of students with dyscalculia Effectiveness of cognitive-behavior play therapy on academic resilience and academic well-being of students with dyscalculia 52 72 954 10.22098/jld.2020.954 FA H Shafiei Assistance professor of Psychology, Payame Noor University A. Barhemat M.A. in General Psychology, Islamic Azad University Mahallat Branch Journal Article 2020 10 06 The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on academic resiliency and academic well-being in students with mathematical disorders. The pretest-posttest quasi-experimental design with control group was used. The statistical population of the study consisted of all male students with math disorder in the fourth and fifth grade of Aligoodarz city in the academic year of 2018-2019. Based on available sampling, 30 students with math disorder were selected and were randomly divided into an experimental group (n=15) and a control group (n=15). Research tools included academic resiliency questionnaires, academic well-being questionnaires and an intervention program consisting of ten 30-minute sessions of cognitive-behavioral play therapy. Covariance analysis was used to test the hypotheses. The findings showed that cognitive-behavioral play therapy increased resiliency and academic well-being in students with math disorder (P <0.05). Based on the findings of this study, it can be said that the use of cognitive-behavioral play therapy in the classroom increases the attractiveness and enjoyment of the learning process and increases the well-being and academic resilience of students with mathematical disorders. The purpose of this study was to investigate the effectiveness of cognitive-behavioral play therapy on academic resiliency and academic well-being in students with mathematical disorders. The pretest-posttest quasi-experimental design with control group was used. The statistical population of the study consisted of all male students with math disorder in the fourth and fifth grade of Aligoodarz city in the academic year of 2018-2019. Based on available sampling, 30 students with math disorder were selected and were randomly divided into an experimental group (n=15) and a control group (n=15). Research tools included academic resiliency questionnaires, academic well-being questionnaires and an intervention program consisting of ten 30-minute sessions of cognitive-behavioral play therapy. Covariance analysis was used to test the hypotheses. The findings showed that cognitive-behavioral play therapy increased resiliency and academic well-being in students with math disorder (P <0.05). Based on the findings of this study, it can be said that the use of cognitive-behavioral play therapy in the classroom increases the attractiveness and enjoyment of the learning process and increases the well-being and academic resilience of students with mathematical disorders. https://jld.uma.ac.ir/article_954_0eb49f3726c73d89222df787b0b82e9b.pdf