University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 10 1 2020 11 21 The effectiveness of self-related training learning on motivation beliefs and self-related learning strategies of students with written learning disorder The effectiveness of self-related training learning on motivation beliefs and self-related learning strategies of students with written learning disorder 151 169 1049 10.22098/jld.2020.1049 FA M Moradi Assistant Professor of Psychology, Daneshpajoohan Pishro institute of Higher Education, Isfahan. Iran M Maheronaghsh PhD Student of Psychology, Islamic Azad university Shahrekord. F Maheronaghsh PhD Student of Psychology, Islamic Azad University Ahvaz. Journal Article 2020 12 23 The purpose of this study was to determine the effect of self-related training learning on motivational beliefs and self-related learning strategies of students with written learning disorder, this semi experimental study carried out with pre-test post-test design with control group. Accordingly, using the stratified random sampling method, from students with written learning disability of the third grade primary schools in Isfahan in 2018-2019, 30 students were selected regarding assigned inclusion criteria and then, and they were assigned randomly into experimental (15participants) and control(15 participants) groups. For data collection, the fourth edition of the Wechsler Intelligence Scale for children (WISC-IV) and motivation beliefs and self-related learning test were used. Data were analyzed using MANCONA and using SPSS software version 23. The results indicated there was a significant difference between self-regulatory beliefs and self-regulatory strategies of students with self-management training sessions (p <0.001). Also, the results indicated that self-directed education has a significant effect on improving the inspirational beliefs and self-regulatory strategies of male students (p <0.001). According to the results of self-directed learning, students are a good way to improve motivational beliefs and self-regulation strategies for male students with written learning disorder. The purpose of this study was to determine the effect of self-related training learning on motivational beliefs and self-related learning strategies of students with written learning disorder, this semi experimental study carried out with pre-test post-test design with control group. Accordingly, using the stratified random sampling method, from students with written learning disability of the third grade primary schools in Isfahan in 2018-2019, 30 students were selected regarding assigned inclusion criteria and then, and they were assigned randomly into experimental (15participants) and control(15 participants) groups. For data collection, the fourth edition of the Wechsler Intelligence Scale for children (WISC-IV) and motivation beliefs and self-related learning test were used. Data were analyzed using MANCONA and using SPSS software version 23. The results indicated there was a significant difference between self-regulatory beliefs and self-regulatory strategies of students with self-management training sessions (p <0.001). Also, the results indicated that self-directed education has a significant effect on improving the inspirational beliefs and self-regulatory strategies of male students (p <0.001). According to the results of self-directed learning, students are a good way to improve motivational beliefs and self-regulation strategies for male students with written learning disorder. https://jld.uma.ac.ir/article_1049_82efaeeccc499cd0b3cbc8bbdd657a27.pdf