Modeling the Interaction Pattern Between Self Regulatory Skills and Learning Disabilities in Students with Mild Intellectual Disability: A Learning Management Based Approach
Subject Areas : Educational Science
Darya Sadat Nazemi Dehkharghani
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Keywords: Self-Regulatory Skills, Learning Disabilities, Students With Mild Intellectual Disability, Learning Management ,
Abstract :
Introduction: Learning disabilities in students with mild intellectual disability often stem from weaknesses in cognitive and behavioral components, particularly self-regulatory skills, and these deficits produce significant academic challenges. Understanding how these skills interact with various learning domains is therefore essential. The purpose of the present study—based on the title “Modeling the Interaction Pattern Between Self-Regulatory Skills and Learning Disabilities in Students with Mild Intellectual Disability: A Learning-Management-Based Approach”—was to examine the interaction pattern between self-regulatory skills and performance in reading, writing, and mathematics, and to explain their role in learning management processes among this student population.
Methodology: A descriptive–correlational design was used with 30 purposively selected students with mild intellectual disability. Standardized measures of self‑regulation and academic performance in reading, writing, and mathematics were administered. Domain‑specific multiple regression analyses were conducted.
Findings: Time management, self‑inhibition, and task control significantly predicted performance across reading, writing, and mathematics. The interaction pattern showed shared influences on processing, organizing, and executing academic tasks.
Conclusion: Self‑regulatory skills play a core role in academic functioning among students with mild intellectual disability. Learning‑management‑based approaches that strengthen these skills can improve performance in reading, writing, and mathematics.
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