Reducing the academic burnout of students with learning disabilities through attributional retraining, emotional regulation, and cognitive-social problem solving

objective: The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on reduction of academic burnout in students with early learning disabilities in Tehran. Method: This was a quasi-experimental study with pretest-posttest,and follow up. The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through simple random sampling and randomly divided into 3 eperimental groups and a control group. attributional retraining,emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Brosu et al. academic burnout Questionnaire(1997),was used in the pretest, posttest, and follow up stages. The data were analyzed using MANCOVA,ANCOVA. Findings: The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training program. conclusion:Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects. Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.