Introduction: The present study has been conducted with the aim of investigating the effectiveness of self-monitoring training in achievement motivation and social skills of students with learning disorders.
Method: This research was a pretest-posttest quasi-experimental study with Nonequivalent Control Group Design. The study involved 30 elementary students suffering from learning disorders in Neyshabur in the academic year 2016-2017. They were assigned to experimental and control groups (15 subjects in each group). The members of the self-monitoring training group received 8 sessions of self-monitoring training on a group basis, but the wait list control group was assigned to a waiting list and received intervention after the active treatment group. Before and after the intervention, Achievement Motivation Questionnaire (AMQ) and Teenage Inventory of Social Skills (TISS) were completed by the sample group.
Findings: In the posttest, scores of achievement motivation and social skills have significantly increased in the subjects of the self-monitoring training group compared to the control group subjects.
Discussion: The research findings suggest that participation in self-monitoring training sessions causes increases in achievement motivation and social skills of students with learning disorders.
