The Effectiveness of Teaching Self-Regulatory Learning Strategies on Students Achievement Achievement Achievement in Students with Learning Disabilities

The purpose of this study was to investigate the effectiveness of self-regulation learning strategies training on the academic achievement motivation of students with learning disabilities in Birjand. The experimental design was a pre-test-post-test design with control group. The statistical population included all male students with learning disabilities in the 4th, 5th and 6th grade students of the city of Birjand in 1397-98 of them were randomly selected and divided into two groups. The experimental group received training on self-regulatory learning strategies for 8 sessions per hour. The instrument used in this study was the self-regulation learning strategies scale (MSLQ) developed by Pintrich and Diegrovert and the Hermann's Educational Achievement Motivation Questionnaire. The results showed that self-regulating learning strategies have a positive effect on the academic achievement and self-regulation motivation of students with learning disabilities and can use these strategies to increase self-regulation and motivation of academic achievement for students with learning disabilities.