The Effectiveness of The Strong Kids’ Socio-Emotional Program on Emotional Regulation Enhancement and Academic Help-Seeking in Students with Specific Learning Disability

Document Type : Research Paper

Authors

1 Professor, Department of Educational Sciences, Faculty of Educational Science and Psychology, University of Tabriz, Tabriz, Iran

2 Professor, Department of Educational Science, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran

3 M.A. in Educational Psychology, University of Tabriz, Tabriz, Iran

4 PhD Student in Educational Psychology, University of Tabriz, Tabriz, Iran

Abstract

Objective: The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities.
Methods: The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments.
Results: The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05).
Conclusion: Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities.

Keywords

Main Subjects

References

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Journal of Learning Disabilities
Volume 13, Issue 3
2024
Pages 70-84

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