Middle Eastern Journal of Disability Studies

Abstract
Objective: From an educational point of view, motivation is a multidimensional construct associated with learning and academic achievement. As such, it encompasses beliefs about one’s capability of, reasons for and emotional reaction to doing a desired activity. The aim of the present study was examining the effect of Multidimensional Motivation Interventions based on Martin's model on test anxiety and locus of control among students with learning disabilities.
Methods: This is an interrupted time series two-group pretest-posttest quasi-experimental research.  To examine the short-term effects, data were collected in one month intervals. The population of the study was all female ninth graders of the first shift schools in Rasht- Iran. The sample (N=90) was assigned to the experimental group and control groups in equal numbers. The inclusion criteria were as follows: being a ninth-grade student, willingness to cooperate and not having severe family problems, namely, divorce, disease, addiction or death of relatives. The exclusion criteria were absenteeism more than 3 sessions, dissatisfaction with continuing to participate in training sessions, disease and other uncontrollable conditions.  Convenience sampling was used to recruit the participants, so all ninth-grade students of two selected schools were asked to complete demographic information form and declare their consent to attend group counseling sessions. Among students who were willing to participate the sessions, those with similar socio-economic status were selected. To control the emission effect and preventing its effect on the results of the intervention, experimental and control groups were not chosen from the same school.  The intervention was carried out by the researcher for fifteen 60-minute sessions three times a week for nearly two months. A month later, a follow-up intervention was carried out.  Ten participants in the experimental group and two participants in the control group were excluded due to absenteeism. Finally, the data related to 78 participants (35 participants in the experimental group and 43 participants in the control group) were analyzed. 
Results: The findings showed Multidimensional Motivation Interventions resulted in significant increase in the students’ scores in the cognitive components, namely, test anxiety and of locus of control only in the control group, which remained unchanged after a month except for the locus of control. 
Conclusions: For years, researchers and other authorities in educational psychology have been concerned about low motivation and academic achievement among students with learning disability.  They are now increasingly turning to multidimensional approaches.  In accordance with the theoretical and practical evidences and previous studies, data analysis showed that cognitive and behavioral dimensions are associated with a number of motivational and academic variables. It can be concluded that training can boost students' motivation and academic performance. To ensure long term effects, the family and school personnel must be involved in training. Therefore, considering the results, multidimensional approaches are recommended.