A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities

Document Type : Research Paper

Authors

1 Assistant Professor of Educationa Sciences,University of Mohaghegh Ardabili

2 MA. Student of Psychology, University of Mohaghegh Ardabili

3 MA. Student of Psychology

jld-1-2-91-1-3

Abstract

The purpose of this study was to compare
the social, emotional, and educational adjustment as
well as self-regulation of learning in students with and
without learning disabilities. This is a comparative
case-control study. The statistical universe of this
research includes all 14-16 year-old male students with
and without learning disabilities in Ardabil city during
the academic year of 1390-1391 (A.H.). The research
subjects consisted of 40 male students (aged 14 to 16
years) with learning disabilities selected by simple
random sampling and 40 normal students matched on
age, birth order, socioeconomic status). To collect data,
questionnaires regarding students’ adjustment and selfregulation
in students’ learning were used. The results
of multivariate analysis of variance showed that there
is a significant difference between the two groups of
students in terms of social, emotional, and educational
adjustment as well as self-regulation of learning. It can
be concluded that children with learning disabilities,
have higher rates of social, emotional and academic
problems and conflicts, which are usually ignored in
schools. Furthermore, managing self-regulation plays a
key role in the academic achievement of children,
adolescents and adults.

Keywords


ابوالقاسمی، عباس؛ نریمانی، محمد؛ رضایی جمالویی، حسن و زاهد بابلان، عادل ( 1390 ). مقایسه ی
شایستگی اجتماعی و مؤلفههای آن در دانشآموزان دارای ناتوانی یادگیری و دانشآموزان دارای
.6-23 ،(1) پیشرفت تحصیلی پایین، متوسط و بالا. مجله ناتوانیهای یادگیری، 1
اسلامی نسب، علی ( 1373 ). روانشناسی سازگار . ی تهران، چاپ و نشر بنیاد.
تکلوی، سمیه ( 1390 ). تأثیر آموزش بازی درمانی مادران بر مشکلات رفتاری کودکان دارای ناتوانیهای
.44-59 ،(1) یادگیری. مجله ناتوانیهای یادگیری، 1
حاجلو، نادر و رضایی شریف، علی( 1390 ). بررسی ویژگی های روانسنجی پرسشنامه مشکلات یادگیری
.24-43 ،(1) کلورادو. مجله ناتوانیهای یادگیری، 1
خرمایی، فرهاد؛ عباسی، مسلم و رجبی، سعید( 1390 ). مقایسهی کمالگرایی و تعللورزی در مادران
.60-77 ،(1) دانش آموزان با و بدون ناتوانی یادگیری. مجل هی ناتوانیهای یادگیری، 1
دلاور، علی، ( 1380 ). روش تحقیق در روان شناسی و علوم تربیت . ی تهران، نشر ویرایش.
ساقی، محمد حسین و رجایی، علیرضا ( 1387 ). رابطه ی ادراک نوجوانان از عملکرد خانواده با سازگاری
.71-82 ،(10) آن ها. اندیشه و رفتار، 3
سلیمانی، اسماعیل؛ زاهد بابلان، عادل؛ فرزانه، جبرائیل و ستوده، محمد باقر( 1390 ). مقایسهی نارسایی
هیجانی و مهارتهای اجتماعی دانشآموزان دارای اختلال یادگیری و بهنجار. مجل هی ناتوانیهای
.78-93 ،(1) یادگیری، 1
Journal of Learning Disabilities, Spring 2012 مجله ی ناتوانی های یادگیری، بهار 1391
Vol.1, No.2/43-62 43-62/ دوره ی 1، شماره ی 2
59
صمدی، معصومه ( 1383 ). بررسی خود تنظیمی یادگیری دانش آموزان و والدین . مجله روانشناسی و علوم
.157-175 ، تربیت یدانشگاه تهران، 4
فولاد چنگ، محبوبه( 1385 ). نقش الگوهای خانوادگی در سازگاری نوجوانان. فصلنامه خانواده پژوهی، 2
.209-221 ،(7)
فولادی، عزت الله( 1383 ). مشاوره همتایان: چشم اندازها، مفاهیم بهداشت روان و مهار ته.ا چاپ سوم،
تهران، انتشارات طلوع دانش.
محمودی، زهرا( 1377 ). بررسی رابط هی خودپنداره، یادگیری خود تنظیم و پیشرفت تحصیلی دان شآموزان
دختر پای هی دوم راهنمایی شهرستان شهریا . ر پایان نامه ی کارشناسی ارشد دانشگاه تربیت معلم.
مرویان حسینی، رضا( 1376 ). شناسایی، تحلیل و مقایسه مشکلات رفتاری با رشد اجتماعی و عزت نفس
دانشآموزان عادی. زنجان، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی استان زنجان، سومین
سمینار سراسری اختلالات رفتاری کودکان و نوجوانان.
نریمانی، محمد و رجبی، سوران ( 1384 ). بررسی شیوع و علل اختلالات یادگیری در دانش آموزان دور هی
.231 -252 ،(3) ابتدایی استان اردبیل. پژوهش در حیط هی کودکان استثنایی، 5
نریمانی، محمد؛ رجبی، سوران؛ افروز، غلامعلی و صمدی خوشخو، حسن( 1390 ) بررسی کارآمدی مراکز
ناتوانی های یادگیری استان اردبیل در بهبود علائم اختلال یادگیری دان شآموزان، مجل هی ناتوان یهای
.109-128 ،(1) یادگیری، 1
Ablard, K.E., & Lipschultz, R.E. (1998). Self-regulated learning in high achieving students:
Relations to advanced reasoning, achievement goals, and gender. Journal of
Educational Psychology, 90, 94-101.
Al-Yagon, M., & Mikulincer, M. (2004). Patterns of close relationships and socioemotional
and academic adjustment among school-age children with learning disability.
Learning Disabilities Research & Practice, 19, 12–19.
Ao Man-Chih. (2006). The effect of the use of self- regulation learning strategies on
college student's performance and satisfaction in physical education, A thesis submitted
in partial fulfillment of the requirements of degree doctor of education.
Auerbach, J.G., Gross-Tsur, V., Manor, O., & Shalev, R.S. (2008). Emotional and
Behavioral characteristics over a six year period in youths with persistent and nonpersistent
dyscalculia. Journal of Learning Disabilities, 41, 263–273.
Baird, G.L., Scott, W.D., Dearing, E., & Hamill, S.K. (2009). Cognitive self-regulation in
youth with and without learning disabilities: Academic self-efficacy, theories of
6intelligence, learning vs. performan- ce goal preferences, and effort attributions. Journal
of Social and Clinical Psychology, 28, 881-908.
Bakker, J.T.A., Denessen, E., Bosman, A.M.T., Krijger, E., & Bouts, L. (2007). Socio-
Metric status and self-image of children with specific and general learning Difficulties
in Dutch general and special education classes. Learning Disability Quarterly, 30, 47–
62.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84, 191-215.
Bandura, A. (2005). The primacy of self-regulation in health promotion. Appl Psychol An
Int Rev, 54, (2), 245-254.
Bembenutty, H. (2008). Self-Regulation of Learning and Academic Delay of Gratification:
Gender and Ethnic Differences among College Students. Journal of Advanced
Academics, 18, (4), 586-616.
Bauminger, N., & Kimhi-Kind, I. (2008). Social information processing, security of
attachment, and emotion regulation in children with learning disabilities. Journal of
Learning Disabilities, 41, 315–332.
Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, G.
(2008). Longitudi- nal analysis of the role of perceived self-efficacy for self-regulated
learning in academic continuance and achievement. journal of Educational Psychology,
100, (3), 525-534.
Cole, J., Logan, T.K., Walker, R. (2011). Social exclusion, Personal control ,Selfregulation,
and Stress among Substance Abuse Treatment Clients. Drug and Alcohol
Dependence, 113, 13-20.
Elias, M., & Arnold, H. (2006).The educator’s guide to emotional intelligence and
Academic achievement. Thousand Oaks, CA: Corwin Press.
Estell, D.B., Jones, M.H., Pearl, R.A., Van Acker, R., Farmer, T.W., & Rodkin, P.R.
(2008). Peer groups, popularity, and social preference: Trajectories of social functioning
among students with and without learning disabilities. Journal of Learning Disabilities,
41,(1), 5–14.
Fletcher, J.M., Reid Lyon, G., Fuchs, L.S., Barnes, M.A. (2007). Learning disabilities: from
identification to intervention. 1st ed. New York: Guilford Press.
Freilich, R., Shechtman, Z. (2010). The contribution of art therapy to the social, emotional,
and academic Adjustment of children with learning disabilities. The Arts in
Psychotherapy, 37, 97–105.
Fulk, B.M., Brigham, F.J., & Lohman, D.A. (1998). Motivation and self-regulation: A
comparison of students with learning and behavior problems. Remedial and Special
Education, 19, 300–309.
Gartland, D., & Strosnider, R. (2007). Learning disabilities and young children:
Identification and intervention. Learning Disability Quarterly, 30, 1, 63-72.
Girod, C. (2001). Learning disabilities (diseases and disorders). San Diego: Lucent books.
Golman, D. (2000). Emotional Intelligence In sadoc V. A (Eds). Kaplan & Sadocks
comprehensive text book of psychiatry. Philadelphia: Williams & Wilkins.
Graham, S., & Harris, K.R. (2003). Students with learning disabilities and the process of
writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S.
Graham (Eds.), Handbook of learning disabilities (pp. 323-334). New York: Guilford
Press.
Heath, N.L., & Ross, S. (2000). Prevalence and expression of depressive symptomatology
in students with and without learning disabilities. Learning Disability Quarterly, 23,
24–36.
Heiman, T., & Berger, O. (2008). Parents of children with Asperger syndrome or with
learning disabilities: Family environment and social support. Research in
Developmental Disabilities, 29, 289–300.
Karami, A. (1998). Normalization of adjustment inventory for high school students.Tehran:
Sina psycho- ogical institute press.
Kirk, S., Gallaghe, J., Coleman, MR., Anastasiow, NJ. (1999). Educating exceptional
children. Boston: Houghton Mifflin Company.
Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with
learning disabilities and their specialist teachers. journal of Learning Disabilities, 40, 494-
507.
Klassen, R.M. (2010). Confidence to manage learning: The self- efficacy for self- regulated
learning of early adolescents with learning disabilities. Learning Disability Quarterly,
33, 19-30.
Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Gomparisons of self-efficacy,
mood, effort, and hope between students with learning disabilities and their non-LDmatched
peers. Learning Disabilities Research and Practice, 21, 111-121.
Ladd, G.W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the
Development of children’s psychological adjustment problems. Child Development, 74,
1344 –1367.
Lerner, J. (1997). Learning disabilities: Theories, diagnosis and teaching strategies.
Boston: Houghtom Mifflin.
Mousavi-Lotfi, M., Akbari, V. & Safavi, M. (2009). Why Emotional Intelligence. Qum:
Qum University of Medical Sciences Press.
Pajares, F., & Valiante, G. (2002). Students' self-efficacy in their self-regulated learning
strategies: A developmental perspective. Psychologia, 45, 211-221.
Pankratova, A. A. (2010). The practical, the social and the emotional types of intellect: A
comparative analysis. VoPRosy Psikhologii, 2, 111.
Pintrich, P.R., & Degroot, E.V. (1990). Motivatinal self–regulated learning components of
classroom academic performance. Journal of educational psychology, 82, 33-40.
Plata, M.,Trusty, J. & Glasgow, D. (2005). Adolescents with learning disabilities:Are they
allowed to participate in activities? Journal of Educational Research, 98, 136-143.
Sharma, G. (2004). Acomparative study of the personality characteristics of primary
school. Students with learning disabilities and their non-learning disabled peers.
Sideridis, G.D. (2005). Classroom goal structures and hopelessness as Predictors of day-today
experience at school: Differences between students with and without Learning
disabilities. International Journal of Educational Research, 43, 308–328.
Sideridis, G.D. (2006). Understanding low achievement and depression in children with
learning disabilities: A goal orientation approach. International Review of Research in
Mental Retardation, 31, 163–203.
Sideridis, G.D. (2007). International approaches to learning disabilities: More Alike or
more different? Learning Disabilities Research & Practice, 22, 210–215.
Wiener, J. (2004). Do peer relationships foster behavioral adjustment in children With
learning disabilities? Learning Disability Quarterly, 27, 21–30.
Wiener, J., & Schneider, B.H. (2002). A multisource exploration of the friendship Patterns
of children with and without learning disabilities. Journal of Abnormal Child
Psychology, 30, 127–142.
Wolters, C.A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of
self-regulated learning. Educ Psychologist, 38, (4), 189-205.
Wong, B.Y.L., Harris, K.R., Graham, S., & Butler, D.L. (2003). Cognitive strategies
instruction research in learning disabilities. In H. L. Swanson, K.R. Harris, & S.
Graham (Eds.), Handbook of learning disabilities (pp. 383-402). New York: Guilford
Press.
Zimmerman, B.J. (1990). Self-regulated learning and academic learning and achievement:
The emergence of a social cognitive perspective. Educational psychology review, 2,
307-323.
Zimmerman, B.J., & Martinez-pons, M. (1986). Development of a structural interview for
assessing student use of self-regulated learning strategies. American educational
research, 23 ,614-628.
Zimmerman, B.J., & Martinez-Pons, M. (1990). Student differences in self-regulated
learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. journal of
Educational Psychology, 82, 51-59.
Zimmermman, B.J. (2002). Provide of effective self- regulated learning. Research data
bases.2.