A comparison of social, emotional and educational adjustment and self-regulated learning in students with and without learning disabilities

The purpose of this study was to compare the social, emotional, and educational adjustment as well as self-regulation of learning in students with and without learning disabilities. This is a comparative case-control study. The statistical universe of this research includes all 14-16 year-old male students with and without learning disabilities in Ardabil city during the academic year of 1390-1391 (A.H.). The research subjects sample consisted of 40 male students (aged 14 to 16 years) with learning disabilities selected by simple random sampling and 40 normal students (matched on age, birth order, socioeconomic status). To collect data, questionnaires regarding students’ adjustment and self-regulation in students’ learning were used. The results of multivariate analysis of variance showed that there is a significant difference between the two groups of students in terms of social, emotional, and educational adjustment as well as self-regulation of learning. It can be concluded that children with learning disabilities, have higher rates of social, emotional and academic problems and conflicts, which are usually ignored in schools. Furthermore, managing self-regulation plays a key role in the academic achievement of children, adolescents and adults.