University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 7 4 2018 06 22 Effectiveness of problem-solving metacognitive training and excitement regulation on emotional processing, impulsivity and sensuality of students with specific learning disorder (malfunctioning in mathematics) Effectiveness of problem-solving metacognitive training and excitement regulation on emotional processing, impulsivity and sensuality of students with specific learning disorder (malfunctioning in mathematics) 42 67 681 10.22098/jld.2018.681 FA M Sargolzae Ph.D. Student, Department of Psychology, Zahedan Unit, Islamic Azad University, Zahedan, Iran H Jenaabadi Associate Professor of Psychology, University of Sistan and Baluchestan A Arab Assistant Professor of Psychology, University of Sistan and Baluchestan Journal Article 2018 07 22 The purpose of this study was to determine the effectiveness of problem-solving metacognitive training and emotional regulation on emotional processing, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). This experimental study was pre-test and post-test with control group. The statistical population of the study consisted of all male students with learning disabilities in the 4th and 5th grades of Zahedan 1 in the academic year 1397-1396. The research sample consisted of 30 students from the 4th and 5th grade students who were selected by simple random sampling and assigned to two experimental groups (15 subjects) and control group (15 people). For data collection, Malekpour's mathematical learning disability test, Raven's progressive matrix, Baker emotional processing questionnaire, Barat Impact Scale and Toulouse-Pyrin test were used. Data were analyzed by multivariate covariance analysis and spss.22 software. The results of covariance analysis showed that there was a significant difference between groups in emotional processing, impulsivity and distraction (P <0.01). The mean difference in the metacognitive training group is also the problem solving and the emotional adjustment is significant. According to the results, it can be said that metacognitive problem solving and emotional regulation are effective in decreasing the negative emotions, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). These results have important suggestions for using these educational methods as an interventional method in schools and health centers. The purpose of this study was to determine the effectiveness of problem-solving metacognitive training and emotional regulation on emotional processing, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). This experimental study was pre-test and post-test with control group. The statistical population of the study consisted of all male students with learning disabilities in the 4th and 5th grades of Zahedan 1 in the academic year 1397-1396. The research sample consisted of 30 students from the 4th and 5th grade students who were selected by simple random sampling and assigned to two experimental groups (15 subjects) and control group (15 people). For data collection, Malekpour's mathematical learning disability test, Raven's progressive matrix, Baker emotional processing questionnaire, Barat Impact Scale and Toulouse-Pyrin test were used. Data were analyzed by multivariate covariance analysis and spss.22 software. The results of covariance analysis showed that there was a significant difference between groups in emotional processing, impulsivity and distraction (P <0.01). The mean difference in the metacognitive training group is also the problem solving and the emotional adjustment is significant. According to the results, it can be said that metacognitive problem solving and emotional regulation are effective in decreasing the negative emotions, impulsivity and distraction of students with specific learning disabilities (malfunctioning in mathematics). These results have important suggestions for using these educational methods as an interventional method in schools and health centers. https://jld.uma.ac.ir/article_681_96bf6955110de80c89b18aecd2058c02.pdf