The effectiveness of successful intelligence-based education on academic motivation and academic self-regulation of students with specific learning disorder

Abstract Background & Purpose: Learning disorder is a chronic problem with a neurological and developmental basis that usually begins early in development. The aim of this study was the effectiveness of successful intelligence-based education on academic motivation and academic self-regulation of students with specific learning disorder. This research was a quasi-experimental method with pre-test and post-test with control and experimental groups. The statistical population of the study included all male students aged 13-15 years with learning disabilities referred to educational and clinical centers in Khorramabad in the academic year of 2020- 2021. Among the statistical population, 40 male students with specific learning disorder who were eligible volunteers were randomly assigned to the experimental (n = 20) and control (n = 20) groups. The experimental group was trained for 12 sessions of 75 minutes. In order to collect research data, Harter Academic Motivation Questionnaire, Karl Magno Academic Self-Regulation Scale and Sternberg Successful Intelligence Training were used. Multivariate and univariate analysis of covariance were used to analyze the research data. Results: The results of the analysis of research findings showed that education based on successful intelligence has a significant effect on academic motivation and academic self-regulation of subjects (P<0/005). Conclusion: The findings of this study showed that among the effective methods to increase academic motivation and academic self-regulation of students with specific learning disorder is successful education based on intelligence.