Self-Regulation Skills and its Relation to Classroom Behavioral Problems Among the Students of Learning Difficulties

Abstract

This study aimed at identifying the efficiency level of a cognitive-behavioral program in developing the self-regulation skills, and their impact upon the classroom behavioral problems of 5^th grade students with learning difficulties available at Amman schools and public and private centers. The sample included (40) male and female students who were randomly divided into 2 groups: a control and experimental with (20) students each. The experimental group was exposed to a training on the cognitive-behavioral program whereas the control group didn't get that training. The cognitive-behavioral program involved (10) sessions, 90 minutes each, through which the participants of the experimental group got cognitive-behavioral practices for developing their self-regulation skills. For the purposes of this study, the scale of self-regulation, which was prepared by Turki (2004),was used, as well as the estimation checklist of classroom behavioral problems prepared by the researcher in order to gather data and compare the 2 groups participants' performance on the pre and post tests. The results of the study indicated that there are statistically significant differences in each of self-regulation skills and classroom behavioral problems between the students of the experimental group who were exposed to the program and the students of the control group who were not exposed to the program for the benefit of the experimental. Besides, the results showed that there is a statistically significant contradictory connection between the acquisition of self-regulation skills and classroom behavioral problems.

Key words:Self-Regulation Skills, Behavioral Problems, Learning Difficulties