Comparing the effect of teaching self-expression skills and teaching self-monitoring strategies on academic engagement in students with learning disabilities

Learning disabilities may affect a range of academic skills. The purpose of this study was to compare the effectiveness of self-expression skills and teaching self-monitoring strategies on academic engagment in students with learning disabilities. The method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in the learning disabilities center of Ardabil city in the academic year of 2022-2023, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group (15 people in each group) were selected. The data collection tool was the academic engagment questionnaire. The implementation process of self-expression skills and self-monitoring strategies were carried out for 10 one-hour sessions, and the control group did not receive any intervention. The results were analyzed using univariate covariance test. The results of the covariance analysis showed that after controlling the effects of the pre-test, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic engagment variable. Therefore, from a practical point of view, it is suggested to use these educational strategies as a technique in the first level of prevention for students who have academic challenges or are unable to manage them.