Comparison of the effectiveness of the motivational model based on progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities

Learning disabilities are one of the major problems that cause a large number of students to drop out of school at an early age. The aim of the present study was to compare the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school in students with learning disabilities.The method of the present study was an experimental with a pretest-posttest design with a control group. The statistical population of this study included all students enrolled in the Center for Educational Learning Disabilities in Ardabil in the academic year of 2019-2020. Of these, 45 were selected by available sampling and after random replacement in three experimental and control groups were studied were selected (15 people in each group). The data collection tool was a school belonging questionnaire. The process of implementing the model based on progress motivation lasted for 5 sessions and emotion regulation techniques for 10 sessions and each session lasted 90 minutes and the control group did not receive any intervention. The results were analyzed using univariate covariance test.The results of analysis of covariance showed that after controlling for the effects of the pretest, there was a statistically significant difference between the mean scores of the experimental and control groups in the total score of the variable of school belonging (F = 16.233).Practically, considering the effectiveness of the model based on motivation for progress and emotion regulation techniques on the sense of belonging to school, adding emotion regulation training and motivation for progress in school programs tailored to the needs and learning styles of students with learning disabilities, can It has a great effect on increasing the sense of belonging to the school and the effective communication of students with teachers.