1Department of Educational Psychology, Tabriz University, Iran
2Department of Exceptional Children, AllameTabatabi’ee University, Tehran, Iran
3Department general of fars province education
4MA. in social pathology, prevention of addiction
5PHD in Neuropsychology, AWU
American Journal of Applied Psychology.
2015,
Vol. 3 No. 4, 94-99
DOI: 10.12691/ajap-3-4-3
Copyright © 2015 Science and Education PublishingCite this paper: Mojtaba Ashouri, Nasrollah Veysi, Niloufar Azadikhah, Homa Sheykhlar, Nasram Shayan. Comparing Educational Self-regulation Strategies and Cognitive Failures of Dysgraphic and Normal Students.
American Journal of Applied Psychology. 2015; 3(4):94-99. doi: 10.12691/ajap-3-4-3.
Correspondence to: Nasrollah Veysi, Department of Exceptional Children, AllameTabatabi’ee University, Tehran, Iran. Email:
veisiy.1364@yahoo.comAbstract
This study aimed at comparing educational self-regulation strategies and cognitive failures of dysgraphic and normal students. This study is a comparative one which is based on the case-witness methodology. All male students in Tehran between nine to twelve years of age with or without dysgraphia in the school year 2014-2015 were included this study. The participants were 30 students between nine to twelve years of age afflicted with dysgraphia who were selected through multistep cluster sampling and 30 normal male students who were selected based on cloning method (in terms of educational background, age, and socio-economic status). In order to collect the data, self-regulation in learning and cognitive failure questionnaires were used. The results of MANCOVA showed a statistically significant difference between the two groups with regard to their cognitive failures and self-regulatory learning (P<0.01). We conclude that students suffering from dysgraphia have higher levels of distraction and memory problems which are usually ignored at school. Also, self-regulatory management plays a crucial role in the educational success of children, adolescents, and adults.
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