Effect of Cognitive-Emotional Self-Regulation Training on Self-Efficacy and Emotional Failure in Students with Learning Disabilities

The purpose of this study was to investigate the effect of cognitive-emotional self-regulation training on self-efficacy and emotional failure in students with learning disabilities.

The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all students with dyslexia in the sixth grade of elementary schools who were in educational disabilities centers in districts 2, 3 and 5 of Tehran province in the academic year of 2019-2020. The number of these students was estimated at 230. Statistical population was the sample of 30 students (13 male students and 17 female students) selected by multistage cluster sampling. The experimental cognitive self-regulation training program was administered to the experimental group in 8 sessions of 90 minutes (2 sessions per week), while the control group did not receive any intervention. Schwarzer and Jerosalem Self-efficacy Questionnaires and EBSIs were used to collect data. Multivariate analysis of covariance was used to analyze the data. .

The results of the analysis of the data showed that there was a significant difference between self-efficacy and emotional failure scores in the experimental and control groups in the post-test.

Therefore, it can be said that cognitive-emotional self-regulation training has an effect on increasing self-efficacy and improving emotional failure in students with learning disabilities.