The Effectiveness of Teaching Emotional Intelligence Skills on Burnout and Academic Self-Regulation in Elementary School Girls with Attention Deficit Disorder

Abstract

This research was conducted with the aim of determining the effectiveness of teaching emotional intelligence skills on burnout and academic self-regulation of students with attention deficit disorder. The current research was a semi-experimental type with a pre-test-post-test design with a control group. The research population included the fifth-grade female students of district 1 of Tehran in the academic year 1400-1401, using available sampling method, 45 students with attention deficit disorder were selected from the study population and randomly divided into two groups. The experiment (15 people trained in emotional intelligence skills) and (15 people trained in emotional intelligence skills) and a control group were replaced. The experimental group received training in emotional intelligence skills in 9 sessions and no intervention was done for the control group. To collect data. Berso's academic burnout questionnaires and Bouffard, Vezio and La Rochelle questionnaires were used for academic self-regulation. The data were analyzed using the covariance analysis method. The findings showed that the burnout and academic self-regulation scores of students with disabilities The attention of the experimental group compared to the students with attention deficit disorder of the control group has significantly improved after the test. Therefore, the teaching of emotional intelligence skills is effective on the enthusiasm, burnout and academic self-regulation of students with attention deficit disorder. So, It can be concluded that emotional intelligence skills training can be used to increase academic self-regulation and reduce academic burnout of students with attention deficit disorder. Also, the application of emotional intelligence skills is effective in improving academic emotions and self-regulation processes of learning in students with attention deficit disorder.