This study seeks to compare educational self-regulatory strategies and cognitive failures in students afflicted with dysgraphia and normal students. This research is a comparative study based upon the case-witness methodology. The research study of this study included all the male students between 9 to 12 years old with and without dysgraphia disorder in Tehran in the academic year 2014-15. The subjects of the study included 30 male students between 9 to 12 with dysgraphia disorder in Tehran selected through multistep cluster sampling and 30 normal students selected based on the cloning method (in terms of age, educational base, soci-economic status). Selfregulation in learning and cognitive failure questionnaires were used to collect data. The results of the MANCOVA multivariable analysis indicated a significant difference between the two groups of the students in terms of selfregulatory learning and cognitive failures (P<0.001). We may conclude that students afflicted with dysgraphia have higher levels of distraction and problems associated with memory which are often ignored in school. On the other hand, self-regulatory management as a key factor plays a major role in the educational success of kids, adolescents and adults.
Available at: http://works.bepress.com/ali_taghinezhad/3/