Academic Self-Regulation Strategies and Emotional Control in Predicting Risk Behaviors of Students with Learning Disabilities

The aim of the current study was to investigate Academic self-regulation strategies and emotional control in predicting risk behaviors of students with learning disabilities. The statistical universe of this research includes all 12-16 year-old male students in Delfan city during the academic year of 1391-1392 (A.H.). The research subjects consisted of 80 male students (aged 12 to 16 years) with learning disabilities selected by simple random sampling. To collect data, questionnaires Academic self-regulation, emotional control and risk behaviors were used. Analysis of data revealed that predicting risk behaviors of students with learning disabilities can be predicted by Academic self-regulation strategies and emotional control. Academic self-regulation strategies and emotional control play a significant role in exacerbating and reducing the risk behaviors of students with learning disabilities.