University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 11 1 2021 11 22 Comparison of the effectiveness of motivational model based on progress and emotion regulation techniques on learning self-regulation in students with learning disabilities Comparison of the effectiveness of motivational model based on progress and emotion regulation techniques on learning self-regulation in students with learning disabilities 20 32 1393 10.22098/jld.2021.9344.1935 FA Ezat Taghdiri PhD student in educational psychology. Department of psychology. Ardabil branch. Islamic Azad university. Ardabil. Iran Mohammad Narimani Honorable Professor Islamic Azad University, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran. Tavakkol Mousazadeh Assistant Professor, Department of psychology. Ardabil Branch. Islamic Azad university. Ardabil. Iran Journal Article 2021 08 05 Learning disabilities can significantly affect academic success and achievement at any age. The aim of this study was to compare the effectiveness of the model based on achievement motivation and emotion regulation techniques on learning self-regulation in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Were selected (15 people in each group). Data collection tools were self-regulated learning questionnaires. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the three experimental and control groups in the total score of the learning self-regulatory variable (F = 14.742).Practically, due to the effectiveness of the motivational model based on progress and emotion regulation techniques, it is recommended as a basic strategy to increase self-regulated learning by teachers, psychologists and school counselors for all students, especially students with special learning disabilities. Learning disabilities can significantly affect academic success and achievement at any age. The aim of this study was to compare the effectiveness of the model based on achievement motivation and emotion regulation techniques on learning self-regulation in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Were selected (15 people in each group). Data collection tools were self-regulated learning questionnaires. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the three experimental and control groups in the total score of the learning self-regulatory variable (F = 14.742).Practically, due to the effectiveness of the motivational model based on progress and emotion regulation techniques, it is recommended as a basic strategy to increase self-regulated learning by teachers, psychologists and school counselors for all students, especially students with special learning disabilities. https://jld.uma.ac.ir/article_1393_30bd3aec45577abf68edc4226d68ace6.pdf