University of Tabriz Journal of Modern Psychological Researches 2322-3340 18 69 2023 05 22 The Effectiveness of Acceptance and Commitment-Based Therapy on Test Anxiety toward Students with Specific Learning Disability The Effectiveness of Acceptance and Commitment-Based Therapy on Test Anxiety toward Students with Specific Learning Disability 239 245 13659 10.22034/jmpr.2023.13659 FA Shahrooz Nemati Associate Proffesor, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Narges Pourtaleb Ph.D. of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Hadyeh Gasemi M.Sc of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. Journal Article 2021 02 19 The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities. The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities. https://psychologyj.tabrizu.ac.ir/article_13659_216fa8d92788912082ae46fac3318864.pdf