University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities 12 1 3555 10.22098/jld.2024.15394.2173 FA Shahnaz Ahmadi Ph.D Student of Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran Ali Shykholeslami Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran 0000-0002-7700-7206 Asghar Nokhostin Goldoost Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran Journal Article 2024 07 04 Objective: Learning disabilities may affect a range of academic skills. The purpose of this study was to compare the effectiveness of self-expression skills and teaching self-monitoring strategies on academic engagment in students with learning disabilities. Method: The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic engagment questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. Results: The results were analyzed using univariate covariance test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic engagment variable. Conclusion: Therefore, from a practical point of view, it is suggested to use these educational strategies as a technique in the first level of prevention for students who have academic challenges or are unable to manage them. Objective: Learning disabilities may affect a range of academic skills. The purpose of this study was to compare the effectiveness of self-expression skills and teaching self-monitoring strategies on academic engagment in students with learning disabilities. Method: The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic engagment questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. Results: The results were analyzed using univariate covariance test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic engagment variable. Conclusion: Therefore, from a practical point of view, it is suggested to use these educational strategies as a technique in the first level of prevention for students who have academic challenges or are unable to manage them.

https://jld.uma.ac.ir/article_3555_8d784874235452feb3817db49b342ee6.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 The Effectiveness of Self-Regulation Training on Self-Perception, Social Competence and Resilience of Children with Learning Disabilities The Effectiveness of Self-Regulation Training on Self-Perception, Social Competence and Resilience of Children with Learning Disabilities 23 11 3617 10.22098/jld.2025.15782.2194 FA Fereydon Bahramipour M.A., Department of Psychology, Hom Care Research Cnter, Dezful Branch, Islamic Azad University, Dezful, Iran. Kobra Kazemian Moghadam Assistant Professor Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. 0000-0001-5457-8105 Homayoon Haroon Rashidi Assistant Professor Department of Psychology, Dezful Branch, Islamic Azad University, Dezful, Iran. Journal Article 2024 09 05 Objective:This research was conducted with the aim of determining the effectiveness of self-regulation training on self-perception, social competence and resilience of children with learning disabilities. Method: The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research was children aged 10 to 13 with learning disabilities in Dezful city in 2022. The sample size of the research included 30 of these children who were selected by purposeful sampling and according to the study entry and exit criteria and were randomly assigned to the experimental (15 people) and control (15 people) groups. The experimental group of self-regulation training (Kerami, Kerami and Hashemi, 2013) received eight weekly 90-minute sessions. The questionnaires used in this research included self-perception (Harter, 1982), social adequacy (Felner, 1990) and resilience (Connor and Davidson, 2003). Data were analyzed by multivariate covariance analysis using SPSS version 22 software. Results: The findings showed that between the experimental and control groups in terms of self-perception (F>104.83; Eta=0.651), social competence (F>51.79; Eta=0.463), Resilience (F>44.58; Eta=0.476) had a significant difference (p>0.001). In other words, self-regulation training improved self-perception, social competence, and resilience. Conclusion: Based on the obtained results, it is recommended to psychologists to use trainings based on self-regulation in order to help improve self-perception, social adequacy and resilience of children with learning disabilities. Objective:This research was conducted with the aim of determining the effectiveness of self-regulation training on self-perception, social competence and resilience of children with learning disabilities. Method: The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research was children aged 10 to 13 with learning disabilities in Dezful city in 2022. The sample size of the research included 30 of these children who were selected by purposeful sampling and according to the study entry and exit criteria and were randomly assigned to the experimental (15 people) and control (15 people) groups. The experimental group of self-regulation training (Kerami, Kerami and Hashemi, 2013) received eight weekly 90-minute sessions. The questionnaires used in this research included self-perception (Harter, 1982), social adequacy (Felner, 1990) and resilience (Connor and Davidson, 2003). Data were analyzed by multivariate covariance analysis using SPSS version 22 software. Results: The findings showed that between the experimental and control groups in terms of self-perception (F>104.83; Eta=0.651), social competence (F>51.79; Eta=0.463), Resilience (F>44.58; Eta=0.476) had a significant difference (p>0.001). In other words, self-regulation training improved self-perception, social competence, and resilience. Conclusion: Based on the obtained results, it is recommended to psychologists to use trainings based on self-regulation in order to help improve self-perception, social adequacy and resilience of children with learning disabilities.

https://jld.uma.ac.ir/article_3617_97920d3a2c12549896ca6bd14f1ba796.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 The Effectiveness of Franklin’s Parent-Centered Educational Protocol on Processing Disorder, Organizational Skills, Executive Functions and Memory of 6-8 Year-Old Children with Language-Basaed Learning Disord The Effectiveness of Franklin’s Parent-Centered Educational Protocol on Processing Disorder, Organizational Skills, Executive Functions and Memory of 6-8 Year-Old Children with Language-Basaed Learning Disord 38 24 3619 10.22098/jld.2024.3619 FA Zahra Janghorban M.Sc. in the Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran Mansooreh Bahramipoor Isfahani Associate Prof., Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran Journal Article 2024 08 30 Introduction: The aim of this study was to investigate the effectiveness of Franklin's parent-centered educational protocol on processing disorders, organizational skills, executive functions, and memory of 6-8-year-old children with language-based learning disorders. Methods: The research method was a semi-experimental type with pre-test-post-test and a 45-day follow-up course with a control group. The statistical population included all the parents of a 6-8 year old child with a language-based learning disorder in Isfahan city in the spring of 1403, 40 parents were randomly selected from the first grade primary schools by multi-stage random sampling and divided into two groups of 20 people. Experiment and control were assigned. The experimental group received Franklin's parent-centered educational protocol during 10 sessions, but the control group did not receive any intervention. The Wechsler children's intelligence scale (5th edition) and the Newcomer and Hamill (1997) language development test were used to screen children with language-based learning disorders. Other research tools included Cruz's cognitive processing questionnaire (1999), Abikoff and Gallagher's organizational skills (2009), Coolidge's executive functions (2002), and Trier and Rich's memory (2002). The data was analyzed by repeated measure analysis of variance using SPSS software version 26. Results: The results showed a significant difference between the experimental group and the control group in processing disorders, organizational skills, executive functions and memory (p<0.01). Conclusion: Therefore, it can be concluded that Franklin's parent-centered protocol training is effective on processing disorders, organizational skills, executive functions, and memory of children with language-based learning disorders. Introduction: The aim of this study was to investigate the effectiveness of Franklin's parent-centered educational protocol on processing disorders, organizational skills, executive functions, and memory of 6-8-year-old children with language-based learning disorders. Methods: The research method was a semi-experimental type with pre-test-post-test and a 45-day follow-up course with a control group. The statistical population included all the parents of a 6-8 year old child with a language-based learning disorder in Isfahan city in the spring of 1403, 40 parents were randomly selected from the first grade primary schools by multi-stage random sampling and divided into two groups of 20 people. Experiment and control were assigned. The experimental group received Franklin's parent-centered educational protocol during 10 sessions, but the control group did not receive any intervention. The Wechsler children's intelligence scale (5th edition) and the Newcomer and Hamill (1997) language development test were used to screen children with language-based learning disorders. Other research tools included Cruz's cognitive processing questionnaire (1999), Abikoff and Gallagher's organizational skills (2009), Coolidge's executive functions (2002), and Trier and Rich's memory (2002). The data was analyzed by repeated measure analysis of variance using SPSS software version 26. Results: The results showed a significant difference between the experimental group and the control group in processing disorders, organizational skills, executive functions and memory (p<0.01). Conclusion: Therefore, it can be concluded that Franklin's parent-centered protocol training is effective on processing disorders, organizational skills, executive functions, and memory of children with language-based learning disorders.

https://jld.uma.ac.ir/article_3619_411330bacec13673589ed64067810754.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 The phenomenon of abandonment in dyslexic students: Understanding the long-term consequences of neglecting dyslexic students The phenomenon of abandonment in dyslexic students: Understanding the long-term consequences of neglecting dyslexic students 51 39 3618 10.22098/jld.2025.15469.2181 FA Razieh Jamaati Ardakani Department of Psychology, Faculty of Humanities and Social Sciences, Ardakan University, Yazd, Ardakan, Iran. Mahnaz Akhavan Tafti Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Morteza Monadi Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran Journal Article 2024 07 17 Objective: The present study was aimed to analyze the abandonment phenomenon in dyslexic students and to understand its long-term consequences. Methods: A qualitative research approach, specifically interpretive phenomenological analysis, was employed. The research population included all dyslexic students in the second secondary school in Yazd province during the academic year 2022-2023. Using purposeful sampling, six selected students participated in in-depth semi-structured interviews. The data collected from these interviews were analyzed using the Dickelman, Allen, and Tanner (1989) method, which is common in interpretive phenomenology. Also, by using library resources and reliable domestic and international databases, the laws related to exceptional education were examined. Findings: The results revealed that the lived experiences of dyslexic students encompass three main themes: academic challenges (with sub-themes of academic problems, compensatory strategies, and support systems and resources after primary school), social challenges (with sub-themes of positive and negative social experiences), and emotional challenges (with sub-themes of constructive and destructive emotions). Conclusion: The findings highlight substantial gaps in research on the challenges encountered by adolescents and adults with dyslexia. Educational policymakers should reconsider their approach, recognizing that comprehensive support during the critical period of education is not an excess cost but an investment. This support can foster the development of their potential talents. Objective: The present study was aimed to analyze the abandonment phenomenon in dyslexic students and to understand its long-term consequences. Methods: A qualitative research approach, specifically interpretive phenomenological analysis, was employed. The research population included all dyslexic students in the second secondary school in Yazd province during the academic year 2022-2023. Using purposeful sampling, six selected students participated in in-depth semi-structured interviews. The data collected from these interviews were analyzed using the Dickelman, Allen, and Tanner (1989) method, which is common in interpretive phenomenology. Also, by using library resources and reliable domestic and international databases, the laws related to exceptional education were examined. Findings: The results revealed that the lived experiences of dyslexic students encompass three main themes: academic challenges (with sub-themes of academic problems, compensatory strategies, and support systems and resources after primary school), social challenges (with sub-themes of positive and negative social experiences), and emotional challenges (with sub-themes of constructive and destructive emotions). Conclusion: The findings highlight substantial gaps in research on the challenges encountered by adolescents and adults with dyslexia. Educational policymakers should reconsider their approach, recognizing that comprehensive support during the critical period of education is not an excess cost but an investment. This support can foster the development of their potential talents.

https://jld.uma.ac.ir/article_3618_9482898cdd8c457e969b88044e8a6dca.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 The Relationship Between Rejection Sensitivity with Emotional-Behavioral Problems in Students with Learning Disabilities by Mediating Role of Emotion Regulation The Relationship Between Rejection Sensitivity with Emotional-Behavioral Problems in Students with Learning Disabilities by Mediating Role of Emotion Regulation 65 52 3620 10.22098/jld.2024.15786.2195 FA Bahare Rezaie Department of Psychology, Faculty of Humanities and social sciences, University of Kurdistan, Sanandaj, Iran Sanaz Eyni Assistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran Mehdi Zemestani Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran Journal Article 2024 09 06 Objective: Learning disabilites can significantly affect success and academic progress at any age. This study aims to determine the relationship between rejection sensitivity and emotional-behavioral problems in students with learning disabilities, with the mediating role of emotional regulation. Methods: This study is applied in terms of purpose and descriptive in terms of data collection (research design). The statistical population of this research consisted of all students with learning disabilities in learning disabilites centers in Kermanshah city for the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. Data was collected using Rutter's emotional-behavioral problem questionnaire (1975), Downey's rejection sensitivity scale, Feldman's emotional regulation questionnaire (1996), and Gross's emotional regulation measures (2003). All analyses were conducted using SPSS 27 and Lisrel 8.8 software. Results: The findings indicated that rejection sensitivity, cognitive reappraisal, and suppression had significant positive and negative effects on emotional-behavioral problems in students with learning disabilities, respectively. Additionally, cognitive reappraisal and suppression were able to mediate the relationships among the research variables, therefore, in addition to the direct effect, the variable of Rejection Sensitivity also affects emotional behavioral problems indirectly through re-evaluation and suppression. (p<0.01). Conclusion: Based on the findings of the research, counseling centers and psychological clinics can provide necessary training to parents and teachers regarding emotion regulation and control, as well as awareness of rejection sensitivity, aimed at establishing constructive interactions with others in children with learning disabilities. Objective: Learning disabilites can significantly affect success and academic progress at any age. This study aims to determine the relationship between rejection sensitivity and emotional-behavioral problems in students with learning disabilities, with the mediating role of emotional regulation. Methods: This study is applied in terms of purpose and descriptive in terms of data collection (research design). The statistical population of this research consisted of all students with learning disabilities in learning disabilites centers in Kermanshah city for the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. Data was collected using Rutter's emotional-behavioral problem questionnaire (1975), Downey's rejection sensitivity scale, Feldman's emotional regulation questionnaire (1996), and Gross's emotional regulation measures (2003). All analyses were conducted using SPSS 27 and Lisrel 8.8 software. Results: The findings indicated that rejection sensitivity, cognitive reappraisal, and suppression had significant positive and negative effects on emotional-behavioral problems in students with learning disabilities, respectively. Additionally, cognitive reappraisal and suppression were able to mediate the relationships among the research variables, therefore, in addition to the direct effect, the variable of Rejection Sensitivity also affects emotional behavioral problems indirectly through re-evaluation and suppression. (p<0.01). Conclusion: Based on the findings of the research, counseling centers and psychological clinics can provide necessary training to parents and teachers regarding emotion regulation and control, as well as awareness of rejection sensitivity, aimed at establishing constructive interactions with others in children with learning disabilities.

https://jld.uma.ac.ir/article_3620_24c29dd9e721e2133374d13e7111050a.pdf

University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 14 1 2024 11 21 Comparison of thinking styles and academic well-being in students with and without learning disabilities Comparison of thinking styles and academic well-being in students with and without learning disabilities 74 66 2955 10.22098/jld.2024.14819.2159 FA Mohammad Narimani Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran. Nima Sadeghzadeh Belil Master's degree in Educational Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran. Journal Article 2024 03 17 Objective: The present study was conducted with the aim of comparing thinking styles and academic well-being in students with and without special learning disabilities. Methods: The method of this research was comparative causality. The statistical population of this research included all male students enrolled in the learning disabilities center of Ardabil city in the academic year of 1402-1401. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in participated in this research. Two groups answered individually and with the presence of the researcher to the questionnaires of thinking styles and academic well-being. The collected data were also analyzed using multivariate analysis of variance (MANOVA) test. Results: The results showed that students with disabilities in the scores of first category thinking style (F=10.166), second category thinking style (F=1.433), third category thinking style (F=14.213), and changes in academic well-being (F=17/190) are significantly different from the normal group. Conclusion: According to these results, from a practical point of view, it is recommended to hold educational workshops based on teaching thinking style strategies and creating motivation and efforts for academic progress and well-being by school counselors and psychologists. Objective: The present study was conducted with the aim of comparing thinking styles and academic well-being in students with and without special learning disabilities. Methods: The method of this research was comparative causality. The statistical population of this research included all male students enrolled in the learning disabilities center of Ardabil city in the academic year of 1402-1401. 30 people were selected by available sampling method and also 30 normal students were selected in a multi-stage cluster and matched with the learning disability group according to the demographic characteristics of age and gender and as a comparison group in participated in this research. Two groups answered individually and with the presence of the researcher to the questionnaires of thinking styles and academic well-being. The collected data were also analyzed using multivariate analysis of variance (MANOVA) test. Results: The results showed that students with disabilities in the scores of first category thinking style (F=10.166), second category thinking style (F=1.433), third category thinking style (F=14.213), and changes in academic well-being (F=17/190) are significantly different from the normal group. Conclusion: According to these results, from a practical point of view, it is recommended to hold educational workshops based on teaching thinking style strategies and creating motivation and efforts for academic progress and well-being by school counselors and psychologists.

https://jld.uma.ac.ir/article_2955_ebb8fd45064e5cb274f10314d2b65d6d.pdf