University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 13 3 2024 06 21 The Effectiveness of The Strong Kids’ Socio-Emotional Program on Emotional Regulation Enhancement and Academic Help-Seeking in Students with Specific Learning Disability The Effectiveness of The Strong Kids’ Socio-Emotional Program on Emotional Regulation Enhancement and Academic Help-Seeking in Students with Specific Learning Disability 70 84 3062 10.22098/jld.2024.13887.2123 FA Shahrooz Nemati Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran Rahim Badri Gargari Professor, Department of Educational Science, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran Nazila Khoshbahar M.A. in Educational Psychology, University of Tabriz, Tabriz, Iran Elaheh Mahmoudi PhD Student in Educational Psychology, University of Tabriz, Tabriz, Iran Journal Article 2023 10 23 <strong>Objective:</strong> The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities.<br /><strong>Methods:</strong> The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments.<br /><strong>Results: </strong>The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05).<br /><strong>Conclusion:</strong> Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities. <strong>Objective:</strong> The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities.<br /><strong>Methods:</strong> The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments.<br /><strong>Results: </strong>The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05).<br /><strong>Conclusion:</strong> Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities. https://jld.uma.ac.ir/article_3062_60194293ec8de4e0cdbc346bce3812ee.pdf