University of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421The Effectiveness of Growth Mindset Intervention on Self-Perception and Psychological Empowerment of Students with Specific Learning DisabilitiesThe Effectiveness of Growth Mindset Intervention on Self-Perception and Psychological Empowerment of Students with Specific Learning Disabilities141436710.22098/jld.2026.18780.2297FAParvizPorzoorAssociate Professor of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranNazaninZahraMohebipoorMaster of Science in Psychology, Islamic Azad University of Ardabil, Ardabil, IranAliSalmaniPhD Student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranAysanShareiPhD student of Counseling, Faculty of Educational Sciences and Psychology, University of Kharazmi, Tehran, IranJournal Article20251108Objective: The present study aimed to investigate the effectiveness of growth mindset intervention on self-perception and psychological empowerment of students with specific learning disabilities. <br /><br />Methods: The present research method was a pre-test-post-test semi-experimental with a control group. The statistical population of this study included all female students with specific learning disabilities in the first secondary school in Ardabil in the academic year 2025-2026. For this purpose, 30 female students with learning disabilities were selected according to the inclusion criteria in the study using purposive sampling and were randomly assigned to two experimental groups (15 people) and a control group (15 people). After conducting a pre-test using the Pourhossein (2007) Self-Perception Questionnaire and the Sayadi et al.(2010) Psychological-Academic Empowerment Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Dweck et al. (2014) growth mindset training program, while the control group did not receive any intervention program. Data were analyzed using multivariate analysis of covariance in SPSS.26 software.<br /><br />Results: The findings showed that there was a significant difference between the mean self-perception (P<0.05, F=4.90, ηp2=0.159) and psychological empowerment (P<0.001, F=13.18, ηp2=0.336) of the experimental and control group students in the post-test. Thus, after implementing the growth mindset intervention, the mean scores of the variables in the experimental group with learning disabilities significantly increased compared to the control group.<br /><br />Conclusion: Growth mindset intervention has a positive effect on self-perception and psychological empowerment of students with specific learning disabilities.Objective: The present study aimed to investigate the effectiveness of growth mindset intervention on self-perception and psychological empowerment of students with specific learning disabilities. <br /><br />Methods: The present research method was a pre-test-post-test semi-experimental with a control group. The statistical population of this study included all female students with specific learning disabilities in the first secondary school in Ardabil in the academic year 2025-2026. For this purpose, 30 female students with learning disabilities were selected according to the inclusion criteria in the study using purposive sampling and were randomly assigned to two experimental groups (15 people) and a control group (15 people). After conducting a pre-test using the Pourhossein (2007) Self-Perception Questionnaire and the Sayadi et al.(2010) Psychological-Academic Empowerment Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Dweck et al. (2014) growth mindset training program, while the control group did not receive any intervention program. Data were analyzed using multivariate analysis of covariance in SPSS.26 software.<br /><br />Results: The findings showed that there was a significant difference between the mean self-perception (P<0.05, F=4.90, ηp2=0.159) and psychological empowerment (P<0.001, F=13.18, ηp2=0.336) of the experimental and control group students in the post-test. Thus, after implementing the growth mindset intervention, the mean scores of the variables in the experimental group with learning disabilities significantly increased compared to the control group.<br /><br />Conclusion: Growth mindset intervention has a positive effect on self-perception and psychological empowerment of students with specific learning disabilities.https://jld.uma.ac.ir/article_4367_eabe017cb77c87f4744abaf7b33b0397.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421The Effectiveness of Emotion Regulation Training on Social Anxiety, Empathy, and Interpersonal Sensitivity of Students with Specific Learning DisordersThe Effectiveness of Emotion Regulation Training on Social Anxiety, Empathy, and Interpersonal Sensitivity of Students with Specific Learning Disorders2915458610.22098/jld.2026.18064.2272FASabaRahimpourDepartment of Psychology, Dez. C., Islamic Azad University, Dezful, IranHomayoonHaroonrashidiDepartment of Psychology, Dez. C., Islamic Azad University, Dezful, IranEbad AllahHasanpour HashtijaniDepartment of Psychology, Dez. C., Islamic Azad University, Dezful, IranJournal Article20250813Objective: This study aimed to determine the effectiveness of emotion regulation training on social anxiety, empathy, and interpersonal sensitivity of students with specific learning disabilities.<br />Methods: The research method was a quasi-experimental design with a pretest-posttest design with a control group. The statistical population of the study was children aged 10 to 13 with learning disabilities in Dezful in 2025. The sample size of the study included 30 of these children who were selected using purposive sampling and according to the study inclusion and exclusion criteria and were randomly assigned to the experimental (15 people) and control (15 people) groups. The experimental group received the educational intervention for 8 weeks and 8 60-minute sessions. The questionnaires used in this study included social anxiety (Connor et al., 2000), empathy (Baron-Cohen et al., 2003), and interpersonal sensitivity (Bayes and Parker, 1989). The data were analyzed by multivariate and univariate analysis of covariance using SPSS version 22 software and a significance level of 0.05.<br />Findings: The findings showed that there was a significant difference between the experimental and control groups in terms of social anxiety, empathy, and interpersonal sensitivity (p<0.001).<br />Conclusion: Given that emotion regulation training improved social anxiety, empathy, and interpersonal sensitivity, this method can be used as an effective method to reduce social anxiety and interpersonal sensitivity and increase empathy.Objective: This study aimed to determine the effectiveness of emotion regulation training on social anxiety, empathy, and interpersonal sensitivity of students with specific learning disabilities.<br />Methods: The research method was a quasi-experimental design with a pretest-posttest design with a control group. The statistical population of the study was children aged 10 to 13 with learning disabilities in Dezful in 2025. The sample size of the study included 30 of these children who were selected using purposive sampling and according to the study inclusion and exclusion criteria and were randomly assigned to the experimental (15 people) and control (15 people) groups. The experimental group received the educational intervention for 8 weeks and 8 60-minute sessions. The questionnaires used in this study included social anxiety (Connor et al., 2000), empathy (Baron-Cohen et al., 2003), and interpersonal sensitivity (Bayes and Parker, 1989). The data were analyzed by multivariate and univariate analysis of covariance using SPSS version 22 software and a significance level of 0.05.<br />Findings: The findings showed that there was a significant difference between the experimental and control groups in terms of social anxiety, empathy, and interpersonal sensitivity (p<0.001).<br />Conclusion: Given that emotion regulation training improved social anxiety, empathy, and interpersonal sensitivity, this method can be used as an effective method to reduce social anxiety and interpersonal sensitivity and increase empathy.https://jld.uma.ac.ir/article_4586_98c3f7d228cae1ddc160e3d9a882d459.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421The Effectiveness of Cognitive Analytical Hypnotherapy on Emotional Regulation and Academic Self-Concept in Fifth and Sixth-Grade Students with Specific Learning DisabilitiesThe Effectiveness of Cognitive Analytical Hypnotherapy on Emotional Regulation and Academic Self-Concept in Fifth and Sixth-Grade Students with Specific Learning Disabilities4030396810.22098/jld.2025.16445.2219FAMahmoudZivari RahmanAssistant Professor, Department of Educational Sciences and Counseling, Sayyed Jamaleddin Asadabadi University, Asadabad, Iran.JavadSiahmoshteiDepartment of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran.MohammadNarimaniProfessor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, IranAliGarosiMA in Clinical Psychology, Director of Psychological and Counseling Services Center, Department of Education, Bahar, Iran.Journal Article20241228Objective: 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.<br />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.<br />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.<br />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.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.<br />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.<br />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.<br />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.https://jld.uma.ac.ir/article_3968_c8a6dad78de817d2086efff4fdc16c45.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421The Role of Psychological Wellbeing and Spiritual Wellbeing in Predicting Job Burnout of Teachers with Special Learning DisorderThe Role of Psychological Wellbeing and Spiritual Wellbeing in Predicting Job Burnout of Teachers with Special Learning Disorder5141450910.22098/jld.2026.19365.2313FAAliSheykholeslamiProfessor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.0000-0002-7700-7206ZibaAziziM.A. of Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, IranFatemehHedayatjooM.A. Student of School Counceling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.Journal Article20260209Objective: The purpose of this study was to investigate the role of psychological wellbeing and spiritual wellbeing in predicting job burnout in teachers with special learning disorder.<br />Methods: The research method was descriptive-correlation. The statistical population of the study consisted of all teachers of students with special learning disorder in ardabil city. Among them, 100 teachers were selected as the sample using the available sampling method. To collect the data, Ryff Psychological Wellbeing Questionnaire, Paloutzian And Colleagues' Spiritual Wellbeing Questionnaire and Maslach Burnout Questionnaire were used. Data were analyzed using pearson correlation coefficient and multiple regressions.<br />Results: The findings showed that there is a significant negative relationship between psychological wellbeing and spiritual wellbeing and burnout of teachers of students with specific learning disorder. Also, the results of regression analysis revealed that approximately 61% of the variance in job burnout of teachers of students with specific learning disorder can be predicted based on psychological wellbeing and spiritual wellbeing, with the spiritual wellbeing variable having a greater contribution (p<0.01).<br />Conclusion: Therefore, it can be concluded that psychological wellbeing and spiritual wellbeing have a significant role in predicting job burnout among students with special learning disorder that requires attention and planning by authorities and practitioners.Objective: The purpose of this study was to investigate the role of psychological wellbeing and spiritual wellbeing in predicting job burnout in teachers with special learning disorder.<br />Methods: The research method was descriptive-correlation. The statistical population of the study consisted of all teachers of students with special learning disorder in ardabil city. Among them, 100 teachers were selected as the sample using the available sampling method. To collect the data, Ryff Psychological Wellbeing Questionnaire, Paloutzian And Colleagues' Spiritual Wellbeing Questionnaire and Maslach Burnout Questionnaire were used. Data were analyzed using pearson correlation coefficient and multiple regressions.<br />Results: The findings showed that there is a significant negative relationship between psychological wellbeing and spiritual wellbeing and burnout of teachers of students with specific learning disorder. Also, the results of regression analysis revealed that approximately 61% of the variance in job burnout of teachers of students with specific learning disorder can be predicted based on psychological wellbeing and spiritual wellbeing, with the spiritual wellbeing variable having a greater contribution (p<0.01).<br />Conclusion: Therefore, it can be concluded that psychological wellbeing and spiritual wellbeing have a significant role in predicting job burnout among students with special learning disorder that requires attention and planning by authorities and practitioners.https://jld.uma.ac.ir/article_4509_95a111be995f78456a0d652be971b2d8.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421Dyslexia and Physical Education-Based Therapeutic Approaches: A meta-synthesis studyDyslexia and Physical Education-Based Therapeutic Approaches: A meta-synthesis study6652441510.22098/jld.2025.16612.2228FAشیرینعالیphysical education department, Farhangian university, Tehran. IranZahraRosramoghliDepartment of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, IranَAsmaEbadiPrimary school teacher, Department of Educational Sciences, Farhangian University, Ardabil, Iran0009-0002-2372-0433AsalNooriPrimary school teacher, Department of Educational Sciences, Farhangian University, Ardabil, IranJournal Article20250126Introduction: This study aims to analyze therapeutic approaches based on physical education for children with dyslexia and to review the existing scientific evidence in this field.<br /><br />Methodology: A qualitative synthesis (Synthesis Research) approach was used to analyze and integrate the results of previous studies. The target population includes articles published between 2010 and 2024 in reputable databases such as PubMed, ERIC, Science Direct, SID, Google Scholar, and Magiran. After evaluating the scientific credibility and relevance of the articles, those meeting specific inclusion criteria were selected. The search, selection, and evaluation processes followed the PRISMA protocol to ensure transparency and reproducibility. A total of 57 articles were reviewed, and 25 were ultimately selected. Data analysis involved identifying and coding key concepts, leading to the extraction of 110 initial codes. These were further analyzed and categorized into 8 axial themes, resulting in the identification of 2 main and selective themes.<br /><br />Findings: The study's findings indicate that primary factors contributing to dyslexia include perceptual, visual, attention and concentration problems, cognitive aspects, and postural disorders. Physical activity-based approaches, such as therapeutic exercise and visual-motor training, have proven effective in improving motor skills, balance, visual-motor coordination, cognitive performance, and social and psychological abilities in children with dyslexia.<br /><br />Conclusion: The study suggests that integrating physical exercise, visual-motor exercises, and play-based methods into educational programs for children with dyslexia can enhance academic achievement and improve their quality of life. Furthermore, early diagnosis of motor difficulties and appropriate physical interventions are crucial in helping children overcome learning challenges.Introduction: This study aims to analyze therapeutic approaches based on physical education for children with dyslexia and to review the existing scientific evidence in this field.<br /><br />Methodology: A qualitative synthesis (Synthesis Research) approach was used to analyze and integrate the results of previous studies. The target population includes articles published between 2010 and 2024 in reputable databases such as PubMed, ERIC, Science Direct, SID, Google Scholar, and Magiran. After evaluating the scientific credibility and relevance of the articles, those meeting specific inclusion criteria were selected. The search, selection, and evaluation processes followed the PRISMA protocol to ensure transparency and reproducibility. A total of 57 articles were reviewed, and 25 were ultimately selected. Data analysis involved identifying and coding key concepts, leading to the extraction of 110 initial codes. These were further analyzed and categorized into 8 axial themes, resulting in the identification of 2 main and selective themes.<br /><br />Findings: The study's findings indicate that primary factors contributing to dyslexia include perceptual, visual, attention and concentration problems, cognitive aspects, and postural disorders. Physical activity-based approaches, such as therapeutic exercise and visual-motor training, have proven effective in improving motor skills, balance, visual-motor coordination, cognitive performance, and social and psychological abilities in children with dyslexia.<br /><br />Conclusion: The study suggests that integrating physical exercise, visual-motor exercises, and play-based methods into educational programs for children with dyslexia can enhance academic achievement and improve their quality of life. Furthermore, early diagnosis of motor difficulties and appropriate physical interventions are crucial in helping children overcome learning challenges.https://jld.uma.ac.ir/article_4415_9c19148d36a636c9b5cedc3bd3c2de86.pdfUniversity of Mohaghegh ArdabiliJournal of Learning Disabilities2251-867315320260421Design, construction and standardization of the Specific Learning Disorder Diagnostic Scale for second grade elementary school studentsDesign, construction and standardization of the Specific Learning Disorder Diagnostic Scale for second grade elementary school students7667458710.22098/jld.2026.18339.2286FARahmatollahAzimiPhD student in psychology, Tonekabon branch, Islamic Azad University, Tonekabon, Iran.Mohammad RezaZarbakhsh BahriAssociate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, IranJavadKhalatbariAssociate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.0000-0001-6891-9214TaherTizdastAssistant Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.Journal Article20250919Objective: The aim of the present study was to design, construct, and standardize a scale for diagnosing specific learning disabilities for second-grade elementary school students.<br />Methods: The statistical population of the present study included all second grade elementary school students in Tehran in 2024 and 2025. The sample size of the above study included 300 second grade students selected through convenience sampling in Tehran. The measurement tool in this study was the Specific Learning Disorder Diagnosis Scale based on the ten-item cognitive hierarchy model of Cattell, Horne, and Carroll (CHC) developed by the researchers. Initially, a pilot study was conducted in a group of 60 second grade elementary school students, and after, the data were collected and analyzed using SPSS-26 and AMOS-24 software.<br />Results: The content validity ratio (CVR) index of all subscales was greater than the minimum acceptable value, and the reliability was estimated by Cronbach's alpha method for the total and subscales to be greater than 0.70. Factor loadings of more than 0.3 and cumulative frequency of 84.647 explain the variance of the variables.<br />Conclusion: The Specific Learning Disorder Assessment Scale for second grade elementary school students, designed and developed by researchers, has been evaluated by psychology experts in terms of content validity and appropriate internal validity. Also, the validity(reliability)for the entire scale and subscales shows strong internal consistency and according to the findings obtained from exploratory factor analysis, the construct validity of a saturated general factor and the confirmatory factor analysis model also has an appropriate fit.Objective: The aim of the present study was to design, construct, and standardize a scale for diagnosing specific learning disabilities for second-grade elementary school students.<br />Methods: The statistical population of the present study included all second grade elementary school students in Tehran in 2024 and 2025. The sample size of the above study included 300 second grade students selected through convenience sampling in Tehran. The measurement tool in this study was the Specific Learning Disorder Diagnosis Scale based on the ten-item cognitive hierarchy model of Cattell, Horne, and Carroll (CHC) developed by the researchers. Initially, a pilot study was conducted in a group of 60 second grade elementary school students, and after, the data were collected and analyzed using SPSS-26 and AMOS-24 software.<br />Results: The content validity ratio (CVR) index of all subscales was greater than the minimum acceptable value, and the reliability was estimated by Cronbach's alpha method for the total and subscales to be greater than 0.70. Factor loadings of more than 0.3 and cumulative frequency of 84.647 explain the variance of the variables.<br />Conclusion: The Specific Learning Disorder Assessment Scale for second grade elementary school students, designed and developed by researchers, has been evaluated by psychology experts in terms of content validity and appropriate internal validity. Also, the validity(reliability)for the entire scale and subscales shows strong internal consistency and according to the findings obtained from exploratory factor analysis, the construct validity of a saturated general factor and the confirmatory factor analysis model also has an appropriate fit.https://jld.uma.ac.ir/article_4587_a97f8f87dd5bca0bc46342d0ec106b34.pdf