Bibliographic Details
| Title: |
التنظيم الذاتي والمراقبة الذاتية وعلاقتهما بالمشكلات السلوكية لدى طلبة صعوبات التعلم. |
| Alternate Title: |
Self-regulation, Self-monitoring, and their Relationship to Behavioral Problems among Students with Learning Difficulties. |
| Authors: |
خلود عبد الرحيم ت klo.am199@gmail.com, بسام مقبل العبدا1 b.alabdallat@ju.edu.jo |
| Source: |
Jordanian Educational Journal. 2026 Supplement, Vol. 11, p173-198. 26p. |
| Subject Terms: |
*Behavior disorders in children, *Inclusive education, *Children with disabilities, *Educational intervention, *Special education, *Emotion regulation, Self-monitoring (Psychology) |
| Abstract: |
The current study aimed to identify the level of self-regulation and self-monitoring and their relationship to behavioral problems among students with learning difficulties. The descriptive correlational methodology was used, where the scales of self-regulation and selfmonitoring were used. The sample consisted of (123) male and female special education teachers and employees in inclusive schools in Amman. The results showed that the level of self-monitoring among children with learning difficulties was mediam, and it was found that the level of selfregulation among children with learning difficulties was low. It was also found that there was a statistically significant inverse relationship between self-monitoring and behavioral problems among children with learning difficulties from the point of view of their teachers, and there was a statistically significant inverse relationship between the self-regulation scale and behavioral problems among children with learning difficulties. The study recommended the need to help students with learning difficulties to develop a timetable that includes activities to enhance their ability to self-regulate and self-monitor. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
