University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 2 2015 03 01 The effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorder The effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorder 6 21 258 lkd-1 FA A Abolghasemi Professor of Psychology, University of Mohaghegh Ardabili S Barzegar 2 . Corresponding Author: Graduate student in psychology, University of Mohaghegh Ardabili Z Rostamoghli M. A of clinical psychology, Imam Khomeini Relief foundation, Ardabil Journal Article 2013 07 07 The purpose of the present research was to examine the effectiveness of self-regulation learning training on the self-efficacy and life satisfaction of students with dyscalculia. This is a quasi-experimental study with a pretest/post-test experimental and control group.The study population consisted of all male students of guidance schools in Behshahr. The sample consisted of 40 students with dyscalculia who were assigned to an experimental (n=20) and a control groups (n=20). To collect data, The Key Math Test,Self-Efficacy Questionnaire for Children (SEQ-C) and The Satisfaction with Life Scale were used.Self-regulated learning training was presented to the experimental group for 8 sessions during 2 month. The Analysis of Covariance showed that self-regulation learning training significantly increased self-efficacy and life satisfaction in the experimental group. The findings imply that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia. The purpose of the present research was to examine the effectiveness of self-regulation learning training on the self-efficacy and life satisfaction of students with dyscalculia. This is a quasi-experimental study with a pretest/post-test experimental and control group.The study population consisted of all male students of guidance schools in Behshahr. The sample consisted of 40 students with dyscalculia who were assigned to an experimental (n=20) and a control groups (n=20). To collect data, The Key Math Test,Self-Efficacy Questionnaire for Children (SEQ-C) and The Satisfaction with Life Scale were used.Self-regulated learning training was presented to the experimental group for 8 sessions during 2 month. The Analysis of Covariance showed that self-regulation learning training significantly increased self-efficacy and life satisfaction in the experimental group. The findings imply that self-regulated learning training should be an important part of treatment in the educational and counseling services provided for students with dyscalculia. https://jld.uma.ac.ir/article_258_2dda7665a79598436db8f980daac8a3a.pdf