The effectiveness of self-regulated learning strategies on learning disorders and the level of social functions of students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250612066186N1

Enrollment

Registered

2025-07-25

Start date

2025-08-20

Completion date

Unknown

Last updated

2025-08-19

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Specific Learning Disorder - SLD.

Interventions

Intervention 1: Intervention group: Elementary school students with learning disabilities who receive a self-regulated learning strategies training program. Intervention 2: Control group: Students wit

Eligibility

Sex/Gender

Female

Age

6 Years to 15 Years

Inclusion criteria

Inclusion criteria: Primary school female students Diagnosis of specific learning disorder Having significant learning difficulties Low or moderate level of social functioning

Exclusion criteria

Exclusion criteria: Presence of severe comorbid psychiatric disorders Mental disability (IQ below 85) Receiving similar psychological or educational interventions within the past 6 months

Design outcomes

Primary

Measure	Time frame
Social Functioning Level. Timepoint: At the beginning of the intervention study and immediately after the end of the intervention. Method of measurement: Standard questionnaires for the level of social functioning.	—

Secondary

Measure	Time frame
Learning Disorders Severity. Timepoint: At the beginning of the study and immediately after the end of the intervention. Method of measurement: Using standard diagnostic tests for learning disabilities.	—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactParvin Ehteshamzadeh

Islamic Azad University

p_ehtesham85@yahoo.com+98 61 4359 2283

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026