اثربخشی توانبخشی شناختی بسته آرام بر انگیزش و درگیری تحصیلی در دانش‌آموزان دارای اختلال یادگیری خاص

فاطمه بیگدلی; هادی هاشمی رزینی; عبدالوحید داودی

Authors

Fatemeh Bigdeli Department of Psychology, Qo.C., Islamic Azad University, Qom, Iran. Author
Hadi Hashemi Rezini Department of Psychology, Kharazmi University, Tehran, Iran. Author
Abdolvahid Davoodi Department of Psychology, Qo.C., Islamic Azad University, Qom, Iran. Author

Keywords:

specific learning disorder, academic engagement, academic motivation, Cognitive Rehabilitation , Aram Package

Abstract

This study aimed to determine the effectiveness of the Aram cognitive rehabilitation package in improving academic motivation and academic engagement among students with specific learning disorder. This quasi-experimental study employed a pretest–posttest control-group design with a three-month follow-up. The statistical population consisted of all elementary-school students with specific learning disorder attending schools in District 4 of Qom during the 2025–2026 academic year. Thirty eligible students were selected through purposive sampling and randomly assigned to an experimental group and a control group, with 15 participants in each group. The experimental group received the Aram cognitive rehabilitation program in ten 60-minute sessions delivered twice weekly over five weeks, whereas the control group received no intervention. Data were collected at pretest, posttest, and follow-up using Harter’s Academic Motivation Scale and Reeve’s Academic Engagement Questionnaire. Repeated-measures analysis of variance and Bonferroni post hoc tests were performed using SPSS version 26. Inferential analyses indicated significant time-by-group interaction effects for intrinsic motivation (F=6.88, p<.001, η²=.247), extrinsic motivation (F=9.08, p<.001, η²=.302), behavioral engagement (p<.001, η²=.460), agentic engagement (F=31.03, p<.001, η²=.596), cognitive engagement (F=3.79, p=.02, η²=.153), and emotional engagement (F=43.00, p<.001, η²=.672). Bonferroni post hoc comparisons further confirmed significant changes across measurement occasions, indicating that the intervention-related improvements were generally maintained during the follow-up period. The Aram cognitive rehabilitation package appears to be an effective intervention for enhancing academic motivation and multiple dimensions of academic engagement among students with specific learning disorder, with intervention effects showing persistence during follow-up.

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