The Effectiveness of School Well-being Model on School Bonding and Academic Self-Regulation in Students with Learning Disorders

Document Type : Research Paper

Authors

1 Master of Educational Psychology, University of Sistan and Baluchestan, zahedan, iran.

2 Professor of psychology department, university of sistsn and baluchestan, zahedan, iran

3 Master of Management and Educational Planning, University of Sistan and Baluchestan, zahedan, iran.

Abstract

Objective: The aim of this study was to determine the effectiveness of school well-being model on school bonding and academic self-regulation in school of students with learning disorders.
Methods: The research method was semi-experimental with pretest-posttest with experimental and control groups. The statistical population of this study consisted of all male students with learning disabilities in fourth, fifth and sixth grade of elementary school in Fasa city in the academic year of 1403-1403 referring to educational and rehabilitation centers for learning problems. 30 students were selected purposefully and the school welfare program was performed on the experimental group in 10 sessions of 60 minutes. The research tools were school bonding questionnaire (Rezaei Sharif et al., 2014) and academic self-regulation questionnaire (Dowson & McInerney, 2004). The validity of this study was content and reliability using Cronbach's alpha coefficient for school bonding questionnaire was 0.85 and academic self-regulation was 0.90. Multivariate and univariate analysis of covariance was used for analysis.
Results: Findings showed that school well-being program has a positive and significant effect on school bonding (and its components) of students with learning disorders(p<0/01). Also, it was observed that school well-being program has a positive and significant effect on academic self-regulation (and its components) of students with learning disorders(p<0/01).
Conclusion: Therefore, the educational program of school well-being can be used to increase the relationship with the school and academic self-regulation in the school of students with learning disorders.

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Main Subjects

References

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Journal of Learning Disabilities
Volume 14, Issue 2
March 2025
Pages 65-76

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