Effects Of Self-regulation Learning, Academic Emotions On Students With Learning Disabilities And Case Studies

Self-regulation learning is a process which used meta-cognitive strategies actively, adjusted the motivation properly and adopted appropriate learning strategies to maintain learning activities by learners. Academic emotions are various emotional experiences of learners in learning activities, it has the features of diversity, situational and dynamic. Learning disability is a group of heterogeneous syndrome, which refers to children with the normal intelligence, without Audio-visual obstacles and sports ability defects, who has one of special obstacles or above in reading, expression, writing, calculation of the basic psychological processes. They were not caused by the primary mood disorders or education deprivation, and the obstacle may change through appropriate education and training.We adopted cluster sampling method and investigated530students from two ordinary middle schools and a psychological quality training school of Zhengzhou, they were all grade one or grade two, and then filtered out the valid research subjects,the number of which was158, in that, students with excellent performance was91,and students with learning disabilities was67. Self-regulation Learning Scale and Adolescent Academic Emotions Questionnaire were chosen to investigate the effects of self-regulation learning and academic emotions on junior middle school students who had learning disabilities. According to the results, we selected two students with learning disabilities to implement case intervention study which also included their parents and teachers.The results were as follows:(1) There existed significant difference between the junior middle school students with learning disabilities and the students with excellent performance in plan and goal-making, self-efficacy, cognitive strategies and motivation strategies.(2) The junior middle school students with learning disabilities were significantly lower than students with excellent performance in positive emotions, and significantly higher than students with excellent performance in negative emotions.(3) Self-regulation learning in various dimensions of junior middle school students with learning disabilities had positive significant correlation with positive-high arousal and positive-low arousal in academic emotions, and negative significant correlation with negative-low arousal in academic emotions, and no significant correlation with negative-high arousal in academic emotions.(4) Motivation strategies and positive-high arousal academic emotions of junior middle school students with learning disabilities could significantly predict academic achievement, and positive-high arousal academic emotions played a mediation role between motivation strategies and academic achievement.(5) Students with learning disabilities who received individual psychological consultation on self-regulation learning and academic emotions, and teachers and parents were intervened at the same time. The ability of self-regulation learning of students with learning disabilities was improved, the positive academic emotion increased, the negative academic emotions reduced, the academic performance improved.