Self-Regulation Learning Strategies and Academic Performance in Students with Learning Difficulty

Abstract

Abstract Introduction: Difficulty in learning among younger students has perhaps become the greatest challenge for the present schooling framework. As they do not meet all requirements for criteria of formative incapacity, they are regularly neglected. Upgrading self-regulation aptitudes in students with learning difficulties enables the capacity to comprehend and control their learning cycle.  Method: The current investigation was a semi-experimental research with a pre-test, post-test control group design. The study was comprised of 100 school students from New Delhi, India, whose ages ranged between 6-12 years studying in 3rd-8th grade, showing low scholarly accomplishment for ceaseless two years alongside behavioral issues. Students in the experimental group participated in the Program for Enhancing Academic and Behavioral Learning Skills (PEABLS), a cognitive-behavioral intervention, while the control group attended psychoeducation sessions. Both groups were compared using t-test and ANOVA. The relationship between academic, cognitive, and behavioral measures was assessed using Pearson’s correlation coefficient.  Results: Findings indicated that PEABLS significantly impacted cognitive skills and self-regulation, consequently improving academic performance among the experimental group (p < 0.01). Conclusion: The study concluded that attending PEABLS sessions enhanced the level of self-regulation, academic performance, and cognitive skills among school students with learning problems.