The Comparison Of Self-Regulation, Planning, And Verbal Memory In Students With And Without Learning Disorders

Abstract

Objective: This study aimed to the comparison of self-regulation, planning, and verbal memory in students with and without learning disorders.

Methods: The statistical population included all elementary school students with learning disorders and normal students. Forty students with learning disorders were selected by convenience sampling method, and 40 normal students were selected by stratified random sampling method. The two groups in terms of age, gender, educational level, and intelligence matched. Data were collected using the Conners (2004) Neuropsychological Learning Disabilities Assessment Questionnaire the Coolidge Neuropsychological Test (2002), Zimmerman and Matinspons (1986) self-regulation, and children's Wechsler intelligence test for verbal memory (1987) was used. Multivariate analysis of variance (MANOVA) was used to analyze the data.

Results: The results indicated that self-regulation and verbal memory in students with learning disorders were lower than in students without learning disorders (p = 0.001).  also, An independent t-test was used to analyze the data. Findings showed that planning in students with learning disorders was lower than in students without learning disorders (p = 0.001). 

Conclusion: Based on the results, it is suggested that to improve self-regulation and verbal memory in students with learning disorders, psychological strategies should be considered, and more attention should be paid to those involved in education. Also, it is suggested that students with learning disorders should pay attention to psychological strategies to improve their planning ability and require more attention from education professionals.