The Effectiveness of Cognitive-Behavioral Play Therapy on School Anxiety and Academic Self-Efficacy of Upper Elementary School Students with Specific Learning Disability Characterized by Reading Difficulties (Dyslexia)

Abstract

Students with specific learning disabilities characterized by reading difficulties (dyslexia), in addition to academic problems, face numerous emotional and motivational challenges including school anxiety and low academic self-efficacy. This study aimed to determine the effectiveness of cognitive-behavioral play therapy on reducing school anxiety and increasing academic self-efficacy in male elementary school students (grades 4-6) with specific learning disabilities characterized by reading difficulties. The present study was applied in terms of purpose and quasi-experimental in terms of method, employing a pretest-posttest design with a control group. The statistical population included all male students in fourth, fifth, and sixth grades with reading disorders in Karaj city during the 2025-2026 academic year. The research sample consisted of 30 students who were selected through purposive convenience sampling and randomly assigned to two groups of 15 (experimental and control). The experimental group received a cognitive-behavioral play therapy protocol over six 45-60 minute sessions, while the control group received no intervention. Data collection instruments included the School Anxiety Inventory (Phillips, 2020) and the Self-Efficacy Questionnaire for Children (Muris, 2001), which were administered at both pretest and posttest stages. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) using SPSS version 26. Results showed that after controlling for pretest scores, there was a significant difference between the experimental and control groups in school anxiety scores (F=382.54, P=0.001). Additionally, a significant difference was observed between the two groups in academic self-efficacy scores (F=241.45, P=0.001). The calculated effect sizes for school anxiety (η²=0.932) and academic self-efficacy (η²=0.899) indicated a very large intervention effect. The results of multivariate analysis of covariance (MANCOVA) also confirmed a significant difference between the two groups in the linear combination of both variables (F=882.32, P=0.001). Cognitive-behavioral play therapy, as an effective, efficient intervention appropriate for children's developmental characteristics, can reduce school anxiety and increase academic self-efficacy in students with specific learning disabilities characterized by reading difficulties. Using play as a therapeutic medium provides a safe and engaging opportunity for cognitive restructuring, gradual exposure to anxiety-provoking situations, and experiencing success. Based on the findings, the application of this approach in schools and rehabilitation centers is recommended to improve the mental health and academic performance of these students.