Examining the Effectiveness of Self-Regulation Strategy Development Training on Improving Self-Efficacy, Emotional Regulation, and Achievement Motivation in Students with Learning Disabilities

Document Type : Research Paper

Authors

1 Psychology, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili, Ardabil, Iran.

2 Psychology, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran.

3 Psychology, Faculty of Psychology and Educational Sciences, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Objective: This study aimed to investigate the effectiveness of self-regulation strategy development training on self-efficacy, emotional regulation, and motivation for achievement in students with learning disabilities.
Methods: A semi-experimental design with a pretest-posttest and a control group was employed. The research population included all enrolled students at the Learning Disabilities Center in Tabriz during the 2023-2024 academic year. Thirty individuals were selected through convenience sampling and then divided into two groups of 15 participants each: an experimental group and a control group. The experimental group underwent ten 45-minute training sessions, held twice a week, while the control group received no intervention. Data collection utilized several questionnaires: the Specific Learning Disabilities Questionnaire (Colorado, 2011), the Self-Efficacy Questionnaire for Children and Adolescents (Morris, 2001), the Motivation for Achievement Questionnaire (Hermans, 1977), and the Emotion Regulation Questionnaire for Children and Adolescents (2003). The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS-26 software.
Results: The findings revealed that the self-regulation strategy development training significantly improved self-efficacy, emotional regulation, and motivation for achievement among students with learning disabilities. Specifically, significant differences were observed between the means of the experimental and control groups in the posttest, compared to the pretest (p < 0.05).
Conclusion: This training method is effective in enhancing self-efficacy, emotional regulation, and motivation for achievement, and is recommended for psychologists and school counselors, particularly for students with learning disabilities.

Keywords

Main Subjects

References

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Journal of Learning Disabilities
Volume 14, Issue 4
September 2025
Pages 80-94

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