Empowering Exceptional Children

Empowering Exceptional Children

The Effectiveness of Metacognitive Therapy on Decision-Making Styles of Students with Specific Learning Disorder

Document Type : Original Article

Authors
Mosa tabatabaee 1
Abdollah Bahrami 2
Atefeh Aliabadi 3
1 Assistant Professor, Department of Cognitive Sciences, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.
2 Master of Educational Psychology, Semnan University, Semnan, Iran.
3 Master of Educational Psychology, Payame Noor University, Semnan, Iran.
10.22034/ceciranj.2025.463577.1879
Abstract
The present study aimed to investigate the effectiveness of metacognitive therapy on the decision making styles of children with specific learning disorder (SLD). The research method was quasi experimental, employing a pretest–posttest design with a control group. The statistical population consisted of 30 elementary school students (17 boys and 13 girls) with SLD in Semnan, all of whom were selected as the research sample. Participants were randomly assigned to two groups of 15 (experimental and control) and completed the General Decision Making Style Questionnaire by Scott and Bruce (1995) in both the pretest and posttest stages. The experimental group received a therapeutic intervention comprising ten 60 minute sessions, held once per week. The control group received no intervention during the study period. Data were analyzed using multivariate analysis of covariance (MANCOVA) with SPSS 26. Statistical analysis revealed that metacognitive therapy had a significant effect on rational and dependent decision making styles (P < 0.05). Based on these findings, metacognitive therapy can be considered, alongside other interventions, for students with SLD to help make the treatment process faster and more effective
Keywords
Decision-Making
Metacognitive Therapy
Specific Learning Disorder

Subjects

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  • Receive Date 18 June 2024
  • Revise Date 18 December 2025
  • Accept Date 26 February 2026