Meta-analysis of the Effectiveness of Teaching Emotion Regulation on Specific Learning Disorder

Document Type : Research Paper

Authors

1 University of Tabriz

2 MA Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

3 MA Clinical Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.

10.22098/jld.2025.15066.2168

Abstract

Objectives: The purpose of the current research was to perform a meta-analysis of studies that investigated the effectiveness of teaching emotional regulation strategies on learning disorders.
Methods: A meta-analysis technique was used to analyze 20 studies, from 2006 to 2023, which measured the effect of teaching emotion regulation strategies on learning disorders. The statistical population comprised of all the researches conducted during this period, and a total of 47 effect sizes were obtained and in the databases including Academic Jihad Database (SID), Noor Specialized Journals Database (Noormagz), the National Library of Iran, Information Bank of Country Publications (Magiran), springer, science direct, pub med and Google scholar have been published. In this study, Hedges' g effect size index was used as a common scale.
Results: After evaluating the entry and exit criteria, the findings of the selected studies were analyzed using CMA and SPSS software. The results showed that the combined effect size of teaching emotional regulation strategies on learning disorders was 1.45 and after separating into multiple outcome variables, the combined effect size on reading, writing, and math disorders was 1/29, 1/12, and 1/03 respectively, which were all statistically significant (p<0.001).
Conclusion: It is recommended that psychologists and counselors working in learning disorders centers incorporate emotional regulation strategies to improve learning outcomes in students with learning disorders.

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