The Effect of Self-Regulatory Education Based on the SRSD Model on Executive Function in Children with Learning Disabilities in Math and Writing Problems

Document Type : Original Article

Authors

1 Department of Psychology, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.

2 Department of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

3 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

4 Department of Biostatistics, Faculty of Medical Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.

Abstract

Backgrounds: Children with learning disabilities are children who are weak in one or more basic psychological processes. Executive function is one of the important cognitive processes that play an important role in academic performance. Objectives: In this regard, the present study aimed to prepare a self-regulatory education program based on SRSD and investigate its effectiveness on executive function, Cognitive-Learning content areas and academic achievement of children with learning disabilities. Methods: The present study is a semi-experimental study with pre-test and post-test .sample of 30 children with learning disabilities in Gorgan, including 15 in the control group, and 15 in the experimental group was selected. The instruments used in this study included LEAF scale (2016) and WISC-IV (2003), which was implemented and scored in two stages, before and after the self-regulation training program based on SRSD. Data analysis was performed using multivariate variance analysis using SPSS software version 26. The P<0.05 were considered for data analysis and as significant levels respectively. Results: The results of multivariate variance analysis showed self-regulatory education has been able to reduce weaknesses in Cognitive-Learning content areas (Comprehension and Conceptual Learning) (p<0.001), executive function components (Factual Memory, Attention, Visual-Spatial Organization, Sustained Sequential Processing, Working Memory, Novel Problem Solving) ) (p<0.001), academic achievement (Mathematics Skills, Basic Reading Skills, Written Expression Skills) (p<0.001) and promote the components in these children. Conclusion: The findings of this study show that educational program can be effective in improving cognitive learning content, executive function components, and academic achievement in children with learning disabilities.

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Main Subjects

References

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Cognitive Science Research
Volume 1, Issue 3
October 2025
Pages 32-46

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History

  • Receive Date: 12 February 2025
  • Revise Date: 02 June 2025
  • Accept Date: 01 July 2025
  • First Publish Date: 05 August 2025
  • Publish Date: 01 October 2025

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