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Abstract
Background and Purpose: The most common type of specific learning disorder is dyslexia, the main
characteristic of which is that a person has difficulty reading correctly, reading quickly, and understanding
material, and it does not correspond to chronological age, intelligence, and educational conditions. This
research was conducted with the aim of the effectiveness of immunization training against stress on
academic motivation and academic self-regulation of male students with dyslexia.
Method: The research method was semi-experimental with a pre-test-post-test design and control
group. The statistical population of the research included all male students of the first secondary school
with dyslexia who referred to the learning disorders center in Birjand city in the academic year of 2021-
2022. Among the statistical population, 28 male students with dyslexia were selected by available sampling
method and randomly assigned to experimental (14) and control (14) groups. The experimental group was
trained for 8 sessions of 75 minutes. In order to collect research data, academic motivation questionnaire,
academic self-regulation questionnaire and stress immunization training were used. The research data
were analyzed using multivariate and univariate analysis of covariance.
Results: The results of the analysis of the research hypotheses showed that stress immunization training is
effective on academic motivation and academic self-regulation of students with dyslexia (p<0.005).
Discussion: According to the findings of this research, it can be said that: one of the useful teaching
approaches to increase the academic motivation and academic self-regulation of students with dyslexic
boys is stress immunity training.
 

Keywords: Academic motivation, academic self-regulation, dyslexia, Immunization against stress, male students

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