A compare motivational beliefs and self- regulation learning strategies in boy students with dyslexia, dysgraphia, dyscalculia and normal

The purpose of the present study was to compare motivational beliefs and self- regulated learning strategies in dyslexia, dysgraphia, dyscalculia and normal students. This is a comparative case-control study. The population of this research includes all second and third grade secondary students with and without learning disabilities in Rasht city during the academic year of 2012-2013. Using a multi-stage random cluster sampling method, a sample of 60 second and third grade secondary students (15 dyslexia, 15 dysgraphia, 15 dyscalculia and 15 normal) was selected from students in the 1st and 2nd districts of Rasht city. Data were collected using the researcher constructed tests for reading, writing and math evaluation, motivational beliefs and self- regulated learning strategies scale and Raven’s progressive Matrices. Data description, Multivariate analysis of variance (MANOVA) and LSD post hoc test were analyzed. The results showed that there is a significant difference between the four groups of students in motivational beliefs and self- regulated learning strategies. This finding has important implications regarding the planning, educational and mental health of students with learning disabilities.