Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities

Ahmadi, Shahnaz; Shykholeslami, Ali; Nokhostin Goldoost, Asghar

doi:10.22098/jld.2024.15394.2173

Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities

Document Type : Research Paper

Authors

¹ Ph.D Student of Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

² Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

³ Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran

10.22098/jld.2024.15394.2173

Abstract

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.

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