The Effectiveness of a Family-Centered Educational Package on Academic Motivation and Distraction Control in Students with Learning Disabilities
Keywords:
Family-centered educational package, academic motivation, distraction control, students with learning disabilitiesAbstract
Objective: The present study aimed to examine the effectiveness of a family-centered educational package in improving academic motivation and distraction control among students with learning disabilities.
Methods and Materials: This study used a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of lower secondary school students with learning disabilities and their mothers in Isfahan schools. Sixty participants were selected through purposive sampling and assigned to experimental and control groups. The experimental group received a structured family-centered educational intervention, whereas the control group received no intervention. Data were collected using an academic motivation questionnaire and an objective attention performance test measuring distraction control. Data analysis was conducted using analysis of covariance and inferential statistical procedures.
Findings: The results indicated statistically significant differences between the experimental and control groups after controlling for pretest scores. Academic motivation, including both intrinsic and extrinsic dimensions, significantly increased in the experimental group. Moreover, significant reductions in omission errors and reaction time demonstrated improved attention regulation and distraction control. Large effect sizes confirmed the strong effectiveness of the educational intervention.
Conclusion: The family-centered educational package effectively enhanced academic motivation while simultaneously reducing distraction among students with learning disabilities. The findings suggest that empowering parents represents a sustainable and practical intervention strategy capable of improving cognitive functioning, academic engagement, and educational outcomes.
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Copyright (c) 2025 Mahsa Kamkar (Author); Hossein Zare; Khadijeh Abolmaali Alhosseini, Ali Akbar Sharifi (Author)
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