Self-Regulation among Students with Learning Disabilities in English Language and its Relationship to Some Variables

Self-Regulation among Students with Learning Disabilities in English Language and its Relationship to Some Variables

Mohamad Khasawneh

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Self-Regulation among Students with Learning Disabilities in English Language and its Relationship to Some Variables

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Abstract

The present study aimed at identifying the level of self-regulation among students with learning disabilities in English language in Irbid Governorate and its relationship with the variables of gender and school grade. The study sample consisted of (380) male and female students in the elementary stage. The study used the descriptive approach and developed the self-regulation scale as an instrument to collect data. The content validity and reliability of the instrument were ensured using the Cronbach Alpha and repetition methods. The results showed that there were statistically significant differences in the level of self-regulation among those with learning disabilities due to the gender variable in favor of males, and to the school grade variable in favor of the second primary grade.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

How to Cite This Article

Mohamad Khasawneh. 2021. \u201cSelf-Regulation among Students with Learning Disabilities in English Language and its Relationship to Some Variables\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G7).

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GJHSS Volume 21 Issue G7

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification FOR Code: 200302

Submission ReceivedSeptember 7, 2021
Peer Review Double Blind
Handling Editor
Accepted October 5, 2021
Published October 15, 2021

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v1.2

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June 10, 2021

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