The effectiveness of self-regulation strategies program on attitudes toward school and peers interaction in students with specific learning disabilities

The aim of the current research was to determine the effectiveness of self-regulation strategies training on attitude toward school in students with special learning disorder in city of Tabriz in the 2017-2018 academic year. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population included of all 3rd to 6th grade elementary school students in Tabriz who have been introduced to learning disability centers as eligible for learning disabilities.Thirty students with a learning disability were identified and assigned into two groups of control and experiment (15 in each). The experimental group received self-regulation strategies for 10 forty-nine-minute sessions. The control group did not receive instruction. The results of ANCOVA and MONCOVA showed that the performance of the experimental group significantly outperformed the control group. Therefore, it can be concluded that teaching self-regulation strategies helps improve attitudes towards school. Accordingly, self-regulation strategies for students with special learning disabilities are effective methods for improving students' attitudes towards school.