Abstract
Purpose: The purpose of the present research was to determine the effect of social- emotional skills training on motivational beliefs and self- regulated learning strategies in students with specific learning disorder. Method: This study is a quasi-experimental with pre-test/post-test and a control group. The sample of consisted of 26 elementary school students with specific learning disorder in Rasht city in the school year 2016-2017 that were selected by available sampling method and assigned to two experimental and control groups. To collect the data, Motivational Beliefs and Self- Regulated Learning Strategies Questionnaire were used before and after training. The 12 sessions of social- emotional skills training were implemented for experimental group. Results: The results of multivariate analysis of covariance showed that this training were significantly improve motivational beliefs and self- regulated learning strategies in students with specific learning disorder (P<0.001). Conclusion: According to the findings of the research, social- emotional skills training as a technique can be effective in improving metacognitive beliefs and motivations of these children.
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