Thesis:

Title : The effectiveness of motor play therapy with a problem-solving approach on learning anxiety and self-directed learning in second-year elementary school students.

Objective: The aim of the present study was to investigate the effectiveness of motor play therapy based on a problem-solving approach on learning anxiety and self-directed learning among female second-cycle elementary school students in Sabzevar. Method: This study was applied in terms of objective and utilized a quasi-experimental design with a pretest-posttest control group. The statistical population comprised all female students enrolled in the fourth, fifth, and sixth grades in Sabzevar during the academic year 2025–2026. From the eligible students, a sample of 30 participants was selected and randomly assigned into two groups: an experimental group (n=15) and a control group (n=15). The experimental group participated in eight 60-minute sessions of motor play therapy with a problem-solving approach, whereas the control group received no intervention (waitlist control). Data were collected using the Self-Directed Learning Readiness Scale (SDLRS) and the Learning Anxiety Subscale of the Achievement Emotions Questionnaire (AEQ). Data analysis was performed using SPSS software (version 24). Results: The findings indicated that motor play therapy with a problem-solving approach significantly decreased learning anxiety and improved self-directed learning among the students. Furthermore, this intervention helped students better manage their academic tasks and regulate their behavioral performance; however, it did not produce a significant change in their learning desire/interest. Conclusion: Therefore, motor play therapy based on a problem-solving approach can be considered an effective intervention to reduce academic anxiety and enhance independent learning capabilities in elementary school students.

Keywords: Motor Play Therapy, Problem-Solving Approach, Learning Anxiety, Self-Directed Learning, Elementary S