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The Effectiveness of Emotion Regulation Training on Attention, Self-Efficacy, and Academic Procrastination in Elementary School Students with Learning Disabilities
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Abstract: (5 Views) |
Abstract
Objective: The purpose of this study was to investigate the effectiveness of emotion regulation training on attention, self-efficacy, and academic procrastination in elementary school students with learning disabilities. Methods: The present research was applied in terms of purpose and quasi-experimental in terms of data collection, employing a pre-test, post-test design with a control group and a two-month follow-up. The statistical population consisted of 10 to 12-year-old students (upper elementary level) with learning disabilities who were referred to public learning disability centers in the western counties of the province during the 2023-2024 academic year. They were randomly assigned to either an experimental group (15 individuals) or a control group (15 individuals). Data collection tools included the Colorado Learning Disabilities Questionnaire (CLDQ), the Jordan Attention Deficit Disorder Questionnaire, the Ladd and Wheeler Children's Academic Self-Efficacy Scale, and the Savari Academic Procrastination Questionnaire (2011). Data analysis was performed using analysis of covariance (ANCOVA) and SPSS software.Findings: The results of the study indicated that emotion regulation training in students with learning disabilities led to improved attention, increased self-efficacy, and a reduction in academic procrastination.
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Article number: 11 |
| Keywords: Emotion Regulation Training, Attention, Self-Efficacy, Academic Procrastination, Learning Disability. |
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Full-Text [PDF 589 kb]
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Type of Study: Applicable |
Subject:
Special
Received: 2025/09/6 | Accepted: 2025/09/14 | Published: 2025/09/14
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