Self – Regulated Strategy, Effect on Self – Efficacy and Well – Being of the Students with Learning Disability (original) (raw)
International Journal of Human Resource Management and Research
Background Self-regulation and self-regulated learning in particular have gained a lot of focus lately in general and special education. Self-regulated strategy is a highly flexible and fluid approach. The strategy offers a lot of ease of implementation as regards being reordered, combined and modified. This makes it an appealing approach to put to use in mainstream inclusive classrooms. Method & Tools The present study employed a true experimental design. The specific design used was Pre-test-Post-test Control Group Design. The psychological tools used to conduct the present study were Self-Efficacy Scale (SES-SANS) by (Singh & Narain, 2014) and General Well-Being Scale (GWBS-KADA). The results The intervention in self-regulated strategy caused significant changes in all dimensions of self-efficacy i.e. self-confidence, efficacy expectation, positive attitude and outcome expectation. A significant change was seen even in the total self-efficacy scores. Similarly, intervention in self-regulated strategy also led to significant changes in the well-being scores across all the dimensions of physical well-being, emotional well-being, social well-being and school well-being. Significant changes were also seen for overall or total well-being scores. Conclusion The present study makes a good case for self-regulated strategy as a promising intervention approach for students with learning disabilities in particular and students facing learning issues or problems in general in the mainstream classrooms of the inclusive school environment.
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