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Comparing the Effectiveness of Self-regulatory (cognitive and metacognitive) strategies and metacognitive skills on the Objective Orientation of 9-12 years old students with Specific Learning Disabilities.
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Naiemeh Esmaili rad1   , Majid Zargham hajebi 1, Nader Monirpoor1 |
| 1- Department of psychology,Qom Branch,Islamic azad university,Qom, Iran. |
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Abstract: (1508 Views) |
| Objective: The purpose of this research was comparing the effectiveness of self-regulatory (cognitive and metacognitive) strategies and metacognitive skills on the objective orientation of 9-12 years old students with specific learning disabilities. Method: The research method was quasi- experimental with pretest post-test and follow-up with control group. The research population included 150 students 9-12 years old with Learning Disabilitie who were referred to the Learning Disabilities clinics in QOM City at the educational term (2019-2020). The sample group was 45 members in two experimental groups and one control group. The experimental groups were taught with regulation strategies in 8 sessions of 90 minutes and meta-cognitive skills by Joger (2000) in 8 sessions of 45 minutes. The questionnaires used were objective orientation, Elliott and MacGregor (2000). Result: The results were analysed by the repeated measurements ANCOVA. The findings showed that the effect of training cognitive and metacognitive strategies on the objective orientation in the two stages of post-test and follow-up was 67.9% and 32.1%, respectively. Conclusion: It is concluded that teaching regulation strategies is more effective than teaching meta-cognitive skills on improvement of the objective orientation in students with LD disabilities. |
Article number: 5 |
| Keywords: Specific learning disabilities, Self-regulatory (cognitive and meta-cognitive) strategies, Metacognitive skills, Objectives orientation |
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Full-Text [PDF 1311 kb]
(391 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2020/11/4 | Accepted: 2022/04/28 | Published: 2022/06/8
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