University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 1 2 2012 03 20 A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities 43 62 96 jld-1-2-91-1-3 FA A Zahed Assistant Professor of Educationa Sciences,University of Mohaghegh Ardabili S Rajabi MA. Student of Psychology, University of Mohaghegh Ardabili M Omidi MA. Student of Psychology Journal Article 2012 02 20 The purpose of this study was to compare<br />the social, emotional, and educational adjustment as<br />well as self-regulation of learning in students with and<br />without learning disabilities. This is a comparative<br />case-control study. The statistical universe of this<br />research includes all 14-16 year-old male students with<br />and without learning disabilities in Ardabil city during<br />the academic year of 1390-1391 (A.H.). The research<br />subjects consisted of 40 male students (aged 14 to 16<br />years) with learning disabilities selected by simple<br />random sampling and 40 normal students matched on<br />age, birth order, socioeconomic status). To collect data,<br />questionnaires regarding students’ adjustment and selfregulation<br />in students’ learning were used. The results<br />of multivariate analysis of variance showed that there<br />is a significant difference between the two groups of<br />students in terms of social, emotional, and educational<br />adjustment as well as self-regulation of learning. It can<br />be concluded that children with learning disabilities,<br />have higher rates of social, emotional and academic<br />problems and conflicts, which are usually ignored in<br />schools. Furthermore, managing self-regulation plays a<br />key role in the academic achievement of children,<br />adolescents and adults. The purpose of this study was to compare<br />the social, emotional, and educational adjustment as<br />well as self-regulation of learning in students with and<br />without learning disabilities. This is a comparative<br />case-control study. The statistical universe of this<br />research includes all 14-16 year-old male students with<br />and without learning disabilities in Ardabil city during<br />the academic year of 1390-1391 (A.H.). The research<br />subjects consisted of 40 male students (aged 14 to 16<br />years) with learning disabilities selected by simple<br />random sampling and 40 normal students matched on<br />age, birth order, socioeconomic status). To collect data,<br />questionnaires regarding students’ adjustment and selfregulation<br />in students’ learning were used. The results<br />of multivariate analysis of variance showed that there<br />is a significant difference between the two groups of<br />students in terms of social, emotional, and educational<br />adjustment as well as self-regulation of learning. It can<br />be concluded that children with learning disabilities,<br />have higher rates of social, emotional and academic<br />problems and conflicts, which are usually ignored in<br />schools. Furthermore, managing self-regulation plays a<br />key role in the academic achievement of children,<br />adolescents and adults. https://jld.uma.ac.ir/article_96_f7fc02af454ad636ca1c48a43a3d2a1a.pdf