اثربخشی راهبردهای خودتنظیمی بر افزایش عملکرد تحصیلی دانش‌آموزان ابتدایی دارای اختلال ریاضی

Background: The goal of this study was to determine the effect of self-regulation strategies on improving math performance in students with mathematics disorder. Method: A quasi-experimental design with pre-post test was utilized. The study population consisted of all elementary students (1st to 6th grades) who were referred to LD center from schools of Tabriz educational districts (district 3) as students with mathematics disorder. After screening, 40 students with mathematics disorder were diagnosed and randomly assigned to control and experimental groups (each group 20 person). The experimental group received 10 sessions of self-regulation strategies (each session took about 45 minutes). Data was analyzed by covariance. Results: The results indicate that math performance of the experimental group significantly improved in compare with the control group. Conclusion: It can be concluded that self regulation training improve the educational performance of students with math disorder. Educators, counselors, and psychologists can apply self-regulation strategies to improve math performance in students with mathematics disorder.