Language Learning Difficulties
Conditions
Brief summary
This study examines the effectiveness of a psychological counseling program designed to develop emotional intelligence and enhance learning motivation among children with language learning difficulties. The study includes 360 children from 20 schools in the Eastern Region of Saudi Arabia. Participants were divided into an experimental group that received the psychological counseling program and a control group that did not receive the program. Emotional intelligence and learning motivation were assessed before and after the intervention. Interviews were also conducted with children in the experimental group and teachers to explore perceived changes following participation in the program.
Interventions
BEHAVIORALPsychological Counseling Program
The intervention in this study is distinguished by the following structural, theoretical, and practical features: Theoretical Framework Integration: Grounded in Mayer and Salovey's Ability Model of Emotional Intelligence, the intervention uniquely applies the Beyond Learning Difficulties framework and the Bio-Psycho-Social Model. Rather than focusing solely on linguistic remediation or academic deficit repair, it conceptualizes language learning difficulties as a multidimensional condition interacting with emotional, motivational, and social factors. Integrated Target Outcomes: It explicitly targets the dual enhancement of emotional intelligence (emotional knowledge, emotion regulation, emotion management, empathy, and social communication) and learning motivation (learning interest/engagement, persistence/effort, self-confidence/achievement motivation). Delivery Schedule \& Setting: Delivered as a school-based group counseling program consisting of 34 structured group sessions over
Sponsors
King Faisal University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
Two parallel groups were included: an experimental group that received the psychological counseling program and a control group that did not receive the intervention.
Eligibility
Sex/Gender
ALL
Age
9 Years to 10 Years
Healthy volunteers
No
Inclusion criteria
Plaintext Inclusion Criteria: * Primary school fourth-grade students aged 9-10 years. * Identified with language learning difficulties. * Enrolled in the school where the study is conducted. * Informed consent provided by parents or legal guardians, along with student assent.
Exclusion criteria
* Severe sensory, neurological, or intellectual impairments that prevent active group participation. * Concurrent participation in other formal emotional or psychological group interventions during the study period. * Unwillingness or inability to commit to attending the required group sessions.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Learning Motivation | Baseline and 4 months (post-intervention) | Evaluated using the Learning Motivation Scale to measure learning engagement, effort, and self-confidence. |
| Emotional Intelligence | Baseline and 4 months (post-intervention) | Evaluated using the Emotional Intelligence Scale to measure emotional knowledge, regulation, and social communication. |
Countries
Saudi Arabia
Contacts
PRINCIPAL_INVESTIGATORRommel MA AlAli
King Faisal University
Outcome results
None listed