Self - Regulated Strategy: Effect on Self - Efficacy and Well Being of the Students with Learning Disability

Background Self – regulation and self – regulated learning in particular have gained a lot of focus lately in general and special education. Self –regulated strategy is a highly flexible and fluid approach. The strategy offers a lot of ease of implementation as regards being reordered, combined and modified. This makes it an appealing approach to put to use in mainstream inclusive classrooms. Method & Tools The present study employed a true experimental design. The specific design used was Pre-test – Post-test Control Group Design. The psychological tools used to conduct the present study were Self-Efficacy Scale (SES-SANS) by (Singh & Narain, 2014) and General Well-Being Scale (GWBS-KADA). The results The intervention in self – regulated strategy caused significant changes in all dimensions of self – efficacy i.e. self – confidence, efficacy expectation, positive attitude and outcome expectation. A significant change was seen even in the total self – efficacy scores. Similarly, intervention in self – regulated strategy also led to significant changes in the well – being scores across all the dimensions of physical well – being, emotional well – being, social well – being and school well – being. Significant changes were also seen for overall or total well – being scores. Conclusion The present study makes a good case for self – regulated strategy as a promising intervention approach for students with learning disabilities in particular and students facing learning issues or problems in general in the mainstream classrooms of the inclusive school environment.