Effects of Self-Regulation Strategies Training on Academic Self-Efficacy and Reading Performance of Students with Dyslexia

Abstract

The aim of the present research was to identify the effects of self-regulation strategies training on academic self-efficacy and reading performance of students with dyslexia. This quasi-experimental study had a pretest-posttest control group design. The sample of the study comprised 27 students with dyslexia in Rasht in academic year 2016-2017 who were selected by convenience sampling method and assigned to experimental (N=13) and control groups (N=14). The instruments consisted of Morgan-Jinks Student Efficacy Scale (1999) and Reading & Dyslexia Test (Karami Nouri & Moradi, 2008). The experimental group received ten sessions of self-regulation strategies training; however, no intervention was implemented for the control group. The results of MANCOVA showed that self-regulation strategies training significantly improved academic self-efficacy and reading performance of students with dyslexia (P<0.001). Hence, self-regulation strategies training assist students with dyslexia in goal regulation, self-control and self-appraisal processes. It is suggested that this intervention be utilized for teaching students with dyslexia.

Keywords

• self-regulation strategies
• academic self-efficacy
• reading performance
• dyslexia