The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities
1
PhD student in Educational Psychology at Shahid Chamran University of Ahvaz
2
Master’s Degree in Educational Research, Shahid Chamran University of Ahvaz
10.22098/jld.2025.17867.2264
Abstract
This study investigates the effect of attribution style training on improving academic self-efficacy and self-regulation strategies in learning among sixth-grade students diagnosed with specific learning disabilities (SLD) in Hoveyzeh, Iran, during the academic year 2024–2025. Method: he research employed a quasi-experimental design with pretest-posttest and a control group. Twenty students with SLD were selected via purposive sampling and randomly assigned into experimental and control groups (15 students each). The intervention program, based on Seligman’s optimistic attribution style model, was conducted over eight weekly sessions across two months. Assessment tools included: Midgley’s Academic Self-Efficacy Questionnaire, Suvari & Arabzadeh’s Self-Regulated Learning Strategies Questionnaire. Data analysis was performed using SPSS v26 and multivariate analysis of covariance (MANCOVA). Results: Students in the experimental group showed significant improvements in both academic self-efficacy and self-regulation strategies compared to the control group (p < 0.01). Effect sizes were remarkably high, confirming the strength of the intervention’s impact. Conclusion: Attribution style training fosters optimistic thinking and empowers students with SLD by enhancing their belief in their learning capabilities and equipping them with adaptive cognitive and motivational strategies. These findings support the integration of attribution-based training into educational and therapeutic programs, helping to boost motivation, resilience, and academic performance.
garibavi, H. and mansouri, A. (2025). The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities. Journal of Learning Disabilities, 15(1), -. doi: 10.22098/jld.2025.17867.2264
MLA
garibavi, H. , and mansouri, A. . "The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities", Journal of Learning Disabilities, 15, 1, 2025, -. doi: 10.22098/jld.2025.17867.2264
HARVARD
garibavi, H., mansouri, A. (2025). 'The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities', Journal of Learning Disabilities, 15(1), pp. -. doi: 10.22098/jld.2025.17867.2264
CHICAGO
H. garibavi and A. mansouri, "The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities," Journal of Learning Disabilities, 15 1 (2025): -, doi: 10.22098/jld.2025.17867.2264
VANCOUVER
garibavi, H., mansouri, A. The Effectiveness of Attribution Style Training on Academic Self-Efficacy and Self-Regulation Strategies in Learning Among Students with Specific Learning Disabilities. Journal of Learning Disabilities, 2025; 15(1): -. doi: 10.22098/jld.2025.17867.2264
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