Comparison of the Effectiveness of Training in Cognitive Emotion Regulation Strategies and Self-Regulated Learning Strategies on the Social Adaptation of Elementary Students with Specific Learning Disorder in Reading

This study aimed to compare the effectiveness of cognitive emotion regulation training and self-regulated learning strategies in improving the social adaptation of elementary school students diagnosed with Specific Learning Disorder in Reading (SLD-R).

The study employed a quasi-experimental design with a pre-test, post-test, and follow-up structure, including a control group. A total of 60 elementary school students (aged 10–12) diagnosed with SLD-R in Sari were selected using a convenience sampling method and were randomly assigned to three groups: cognitive emotion regulation training, self-regulated learning strategy training, and a control group (20 students per group). The Elementary School Children’s Adaptation Questionnaire (Dokhanchi, 1998) was used to measure social adaptation at three time points. The experimental groups received eight sessions of structured training based on Gross’s (2002) emotion regulation model and Pintrich’s (1999) self-regulated learning model, while the control group received no intervention. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc tests in SPSS.

Results indicated that both intervention groups experienced significant improvements in social adaptation compared to the control group (p < 0.0001). The cognitive emotion regulation group showed the highest improvement, with significant differences between pre-test, post-test, and follow-up scores. The self-regulated learning group also exhibited improvements, though their post-test and follow-up scores were lower than those of the cognitive emotion regulation group.

These findings highlight the importance of incorporating emotion regulation and self-regulated learning interventions into educational and psychological support programs for students with learning disabilities.