effectiveness of brain-based learning training in psychopathology: cognitive and emotional outcomes of learning in student tutors

The present study aimed to determine the effectiveness of brain-based learning training in the cognitive and emotional outcomes of learning in student tutors. this research was conducted with a quasi-experimental design with pre-test-post-test and a control group. using cluster sampling, two classes were selected from the student tutor population of ardabil male training centers in the academic year of 2021-2022. one of the classes was considered as the experimental group and the other class as the control group. brain-based learning package was implemented for the experimental group during 10 sessions of 60 minutes, and the control group received no intervention. in the two stages of pre-test and post-test, the dependent variables were measured using pekran’s academic excitement questionnaire, harter’s academic motivation, frederick’s academic enthusiasm, cognitive ability test and researcher-made english language academic performance test. data analysis using multivariate analysis of covariance showed that brain-based learning training had significant effects on academic emotions (f = 147.08, p lt; 0.05,), academic motivation (p lt; 0.05, f = 142.72), academic enthusiasm (f = 127.38, p lt; 0.05,), cognitive ability (f = 177.31, p lt; 0.05,) and academic performance (f = 10.54, p lt; 0.05). consequently, it can be concluded that brain-based learning improves the cognitive and emotional outputs of learners