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<p>The study aimed to examine the effects of emotion regulation training, informed by the nervous system’s functioning, on the metacognitive skills and adaptive behaviors of children aged 11–13 with Specific Learning Disorder. Using a mixed-method, explanatory sequential design, 20 children participated in six training sessions. Data were collected through the Strengths and Difficulties Questionnaire (SDQ-Tur), Metacognition Questionnaire for Children and Adolescents (MCQ-C), and semi-structured interviews. According to the quantitative findings, significant differences with large effect sizes were observed in Conduct problems, Emotional problems, and the Total difficulties score after the intervention. In addition, significant differences with moderate effect sizes were found in Cognitive monitoring and the Total score. The Group × Time interaction was significant only for Conduct problems. Qualitative findings showed that children expressed increased emotional awareness and improvements in their ability to adapt and manage negative thoughts. In conclusion, the emotion regulation training was found to contribute positively to the emotional, behavioral, and cognitive development of children with SLD.</p>

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Emotion regulation training for children with specific learning disorders: metacognitive and emotional effects

  • 期刊论文

  • 发表日期：

    2026年1月17日

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  • Elifcan Cesur

摘要

The study aimed to examine the effects of emotion regulation training, informed by the nervous system’s functioning, on the metacognitive skills and adaptive behaviors of children aged 11–13 with Specific Learning Disorder. Using a mixed-method, explanatory sequential design, 20 children participated in six training sessions. Data were collected through the Strengths and Difficulties Questionnaire (SDQ-Tur), Metacognition Questionnaire for Children and Adolescents (MCQ-C), and semi-structured interviews. According to the quantitative findings, significant differences with large effect sizes were observed in Conduct problems, Emotional problems, and the Total difficulties score after the intervention. In addition, significant differences with moderate effect sizes were found in Cognitive monitoring and the Total score. The Group × Time interaction was significant only for Conduct problems. Qualitative findings showed that children expressed increased emotional awareness and improvements in their ability to adapt and manage negative thoughts. In conclusion, the emotion regulation training was found to contribute positively to the emotional, behavioral, and cognitive development of children with SLD.