The Impact of Cognitive-Behavioral on Mathematical Anxiety and Self-Perception among Students with Math Disoders Indicators and Elements of Social Justice in the Qur’anic Perspective

Abstract

The current research has investigated the effect of cognitive behavioral therapy on math anxiety and math self-concept of students with learning disabilities in math lessons. The independent variable of research, therapy cognitive behavioral was carried out during tewle sessions and during two months on the dependent variables, i.e. , so that the average scores of the post-test of mathematical self-concept of the experimental group compared to the group The evidence increased and the average scores of the post-test of math anxiety in the experimental group decreased compared to the control group. The statistical population was students with math disorder of Shariati exceptional school 2 in Shahrekord city. The sample size of 38 people (19 people in the experimental group and 19 people in the control group) qualified volunteers were included in the study by available sampling method and were randomly divided into two experimental and control groups. Data analysis was done using univariate analysis of variance with SPSS-25 software. The results showed that the pre-test and post-test scores of the experimental group are significant (p<0.001). The results showed that the cognitive-behavioral approach was effective in increasing the mathematical self-concept and reducing the mathematical anxiety of people, which means that the cognitive therapy training contributed 21% in reducing the mathematical anxiety and 11% in increasing the mathematical self-concept of the students‎.