The Effectiveness of Cognitive–Behavioral Hypnotherapy on Emotion Regulation and Academic Self-Efficacy in Students with Learning Disabilities
Keywords:
Cognitive-behavioral hypnotherapy, emotional regulation, academic self-concept, students, learning disorderAbstract
Objective: This study aimed to examine the effectiveness of cognitive–behavioral hypnotherapy on emotion regulation and academic self-efficacy in students with learning disabilities.
Methodology: A quasi-experimental pretest–posttest design with a control group was employed. The sample included 30 ninth-grade students with learning disabilities who were randomly assigned to experimental and control groups. The experimental group received eight 60-minute sessions of cognitive–behavioral hypnotherapy, while the control group received no intervention. Emotion regulation and academic self-efficacy questionnaires were used for data collection. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Findings: The results showed significant improvements in both emotion regulation and academic self-efficacy in the experimental group compared to the control group. The intervention produced substantial effect sizes, and posttest scores increased notably following hypnotherapy.
Conclusion: Cognitive–behavioral hypnotherapy is an effective approach for enhancing emotional functioning and improving academic self-efficacy in students with learning disabilities and can be successfully integrated into educational and therapeutic programs.
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