Background: Education and learning are important pillars of the educational system in any country. Therefore, how students learn is one of the most important issues. Students with learning disabilities usually have a negative view of their abilities and become indifferent to education. Therefore, paying attention to issues that play a role in reducing learning disorders and promoting learning for more optimal education can be effective.
Objective: To determine the effectiveness of computerized cognitive rehabilitation training on cognitive avoidance, cognitive bias and academic persistence of students with learning disabilities.
Methodology: The research method in this study is experimental and using a pretest and post-test design with a control group. The statistical population of this research is the students with learning disorders, boys and girls, in the city of Barazjan. 00 people were selected from this community and they were placed in two experimental groups (51 people) and control group (51 people). Sampling method in this research is available sampling.
Findings: Inferential statistics were analyzed using the Kolmogorov Smirnov test, Pearson correlation, analysis of covariance and hierarchical regression analysis, and the research model was investigated in the form of inferential statistics.
Conclusion: The results of this research show that the main hypothesis of this research is that the effectiveness of computer-based cognitive rehabilitation training has an effect on cognitive avoidance, cognitive bias and academic persistence of students with learning disabilities in Barazjan, and in the post-test stage. Cognitive avoidance and cognitive bias decreased and persistence increased.
Keywords: computerized cognitive rehabilitation training, cognitive avoidance, cognitive bias, and academic persistence.