Effectiveness of Positive Psychology Intervention Program on Self-efficacy and Positive and Negative Academic Achievement of Students with Specific Learning Disorder

Nemati, Shahrooz; Badri Gargari, Rahim; Jafari, Milad

doi:10.22098/jld.2026.17094.2246

Effectiveness of Positive Psychology Intervention Program on Self-efficacy and Positive and Negative Academic Achievement of Students with Specific Learning Disorder

Document Type : Research Paper

Authors

¹ University of Tabriz

² Professor. Department of Educational Science, University of Tabriz, Tabriz, Iran.

³ M.A, in Educational Psychology, Department of Educational Psychology, University of Tabriz, Tabriz, Iran.

10.22098/jld.2026.17094.2246

Abstract

Objective The current research aimed to study the effectiveness of positive psychology intervention programs on self-efficacy and positive academic achievement of students with specific learning disorders.

Methods In the same vein, in a semi-experimental method with a pre-test-post-test design with a control group of 30 sixth grade elementary school students in 2023-2024 with low academic self-efficacy and positive emotion based on the cut-off point of the Morgan-Jink’s academic self-efficacy and the Pekrun's academic achievement inventories were selected as purposeful and voluntary. These subjects (15 subjects) were randomly assigned to two control and experimental groups. The positive psychology intervention package was implemented in 10 sessions of 45 minutes (one session per week) during 3 months only on the experimental group. Both groups completed the scales before and after the intervention.

Results Multivariate covariance analysis revealed that positive psychology intervention on academic self-efficacy and positive and negative academic emotions was significantly effective on students with specific learning disorders.

Conclusion Based on this, it can be concluded that positive psychological intervention is effective on self-efficacy and positive academic emotions in students with specific learning disorders. Positive psychological intervention is suggested for this group of students as well as other students with developmental disabilities.

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