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Cognitive Emotion regulation training and its effect on cognitive flexibility and academic emotion regulation of students with specific learning disabilities
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Atefeh Mohammadi   , Narges Adibsereshki1 , Razieh Bidhendi Yarandi , Ali Aghaziarati |
| 1- , na.adib@uswr.ac.ir |
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Abstract: (15 Views) |
Background: Children with specific learning disabilities often experience difficulties in emotion regulation and cognitive flexibility, which can negatively affect their academic performance. The present study examined whether training in cognitive emotion regulation could improve cognitive flexibility and academic emotion regulation in these students.
Objective: The aim of this study was to investigate the effectiveness of cognitive emotion regulation training on cognitive flexibility and academic emotion regulation among 9–12‑year‑old students with specific learning disabilities.
Methods: This study employed a quasi‑experimental design with a pretest–posttest and a control group. The statistical population consisted of all 9–12‑year‑old students with specific learning disabilities attending special education centers in Tehran during the 2024–2025 academic year. The sample included of 30 students with learning disabilities (15 in the experimental group and 15 in the control group) which were selected through convenience sampling and randomly assigned to two groups. The experimental group received cognitive emotion regulation training, while the control group received no intervention. Data were collected using the Pekrun Academic Emotions Questionnaire and the Wisconsin Card Sorting Test (WCST). Data analysis was conducted using analysis of covariance (ANCOVA) in SPSS version 26.
Results: The ANCOVA results indicated that cognitive emotion regulation training significantly increased positive emotions (η² = .984, mean difference = 30.119) and reduced negative emotions. The intervention also improved cognitive flexibility, reflected in an increase in completed categories (η² = .412) and conceptual level responses (η² = .602), and a decrease in perseverative errors (η² = .620). These findings were statistically significant (p < .001) and demonstrated large effect sizes.
Conclusion: The findings indicate that cognitive emotion regulation training significantly improves academic emotion regulation and cognitive flexibility in students with specific learning disabilities. The results also suggest that the increase in positive emotions and the reduction in negative emotions were maintained in the follow‑up, supporting the effectiveness of this intervention in enhancing students’ academic functioning and self‑efficacy. |
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| Keywords: Cognitive Emotion Regulation, Cognitive Flexibility, Academic Emotional Regulation, Specific Learning Disabilities, Executive Functions |
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Type of Study: Research |
Subject:
Psychology
Received: 2025/07/22 | Accepted: 2026/05/20 | Published: 2026/07/21
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