1- Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2- Department of counseling, Faculty of Psychology and Educational sciences, Mohaghegh Ardabili University, Ardabil, Iran
2- Department of counseling, Faculty of Psychology and Educational sciences, Mohaghegh Ardabili University, Ardabil, Iran
Abstract: (44 Views)
Background & Objectives: Specific learning disorder is one of the most common neurodevelopmental disorders of childhood that has severely affected the lives of many children around the world. Therefore, many studies have been conducted on the etiology and treatment of this phenomenon. There is growing evidence that a particular problem associated with learning disabilities is low academic self-regulation. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. Most children with learning disabilities face more difficulties in regulating their emotional functions, especially the perception of control over their anxiety, and they are less able to identify, accept and express their emotions, therefore, it seems that focusing on this problem in promoting self-regulation The education of these children can work. One of these emotion-focused treatment methods is teaching the process of emotion regulation, and researches about the effectiveness of this program in various fields have been promising; But what is evident is that the above program has not been used in the academic self-regulation of students with specific learning disabilities; Therefore, the present study was conducted with the aim of determining the effectiveness of emotional process discipline training on the academic self-regulation of students with specific learning disorders.
Methods: This research was semi-experimental with a pre-test-post-test design with an experimental group and a control group. The statistical population of the research included female students with learning disabilities in the elementary schools of Khalkhal city in the academic year of 2002-1403, of which 30 were eligible to volunteer by available sampling method and after meeting the criteria for entering the study in two A group of 15 people has been tested and confirmed. The tools used in this research were Colorado Wilcott et al.'s (2011) learning problems questionnaire and Bouffard et al.'s (1995) academic self-regulation scale. Gross (2015) training program for process regulation was implemented during 10 sessions of 90 minutes only for the experimental group. Analysis of the obtained data was done using SPSS27 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis).
Results: The results showed that the effect of emotional process regulation training on improving the academic self-regulation of the experimental group was significant after removing the pre-test effect (P<0.001). 30.6 percent of the changes in academic self-regulation in the post-test phase were explained by receiving emotional process regulation training.
Conclusion: In total, the results of this research showed that teaching the process of emotion regulation was effective in improving the academic self-regulation of students with specific learning disorders. These results have important implications for psychology; Because the use of emotion process regulation has the least cost for patients and the least amount of training for practitioners and specialists. Based on this, it is suggested that researchers and experts, along with other treatment methods to improve the academic self-regulation of students with specific learning disabilities, should also take help from this educational program as a complementary treatment. However, despite having these valuable results, the current research also had limitations. Using a self-report scale, conducting the research only on female students with a specific learning disorder in Khalkhal city due to the limited access and also the lack of a follow-up period due to the time limit, the generalization of the results should be done with caution. Considering these limitations, it is suggested to use a larger number of male and female samples taking into account follow-up periods in similar studies to achieve more complete and generalizable results.
Methods: This research was semi-experimental with a pre-test-post-test design with an experimental group and a control group. The statistical population of the research included female students with learning disabilities in the elementary schools of Khalkhal city in the academic year of 2002-1403, of which 30 were eligible to volunteer by available sampling method and after meeting the criteria for entering the study in two A group of 15 people has been tested and confirmed. The tools used in this research were Colorado Wilcott et al.'s (2011) learning problems questionnaire and Bouffard et al.'s (1995) academic self-regulation scale. Gross (2015) training program for process regulation was implemented during 10 sessions of 90 minutes only for the experimental group. Analysis of the obtained data was done using SPSS27 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis).
Results: The results showed that the effect of emotional process regulation training on improving the academic self-regulation of the experimental group was significant after removing the pre-test effect (P<0.001). 30.6 percent of the changes in academic self-regulation in the post-test phase were explained by receiving emotional process regulation training.
Conclusion: In total, the results of this research showed that teaching the process of emotion regulation was effective in improving the academic self-regulation of students with specific learning disorders. These results have important implications for psychology; Because the use of emotion process regulation has the least cost for patients and the least amount of training for practitioners and specialists. Based on this, it is suggested that researchers and experts, along with other treatment methods to improve the academic self-regulation of students with specific learning disabilities, should also take help from this educational program as a complementary treatment. However, despite having these valuable results, the current research also had limitations. Using a self-report scale, conducting the research only on female students with a specific learning disorder in Khalkhal city due to the limited access and also the lack of a follow-up period due to the time limit, the generalization of the results should be done with caution. Considering these limitations, it is suggested to use a larger number of male and female samples taking into account follow-up periods in similar studies to achieve more complete and generalizable results.
Keywords: specific learning disorders, academic self-regulation, emotional process regulation training.
Type of Study: Original Research Article |
Subject:
Psychology
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