The Effectiveness of Hope Training on Academic Engagement, Academic Burnout and Academic Optimism in Students with Learning Disorder

Objective: The purpose of this study was investigate of the effectiveness of hope training on academic engagement, academic burnout and academic optimism in students with learning disorder. Method: This study was a semi-experimental design with pretest-posttest, control group and follow up period. The study population consisted of all students referring to to the Center for Learning Disabilities of Boushehr province’s Department of Education. The research sample consisted of 40 students were selected by available sampling method and randomly assigned to the two groups experimental and control groups. The measurement tools were Academic Engagement, Academic Burnout and Questionnaire. The experimental group received 9 sessions (60 minutes each) of group training of Snyder's theory of hope protocol. For statistical data analysis, mixed variance analysis with repeated measures design is used. Results: The result showed that hope training have an effect on academic engagement(p≤0/001), academic burnout (p≤0/001) and academic optimism (p≤0/001) in students with learning disorder and this effect remains unchanged in the two-month follow-up phase. Conclusion: Finally, we may conclude that hope training, as an effective and functional intervention, could be used to improve academic engagement, academic burnout and academic optimism in students with learning disorder.