ABSTRACT This study developed two scales to assess self‐regulated learning and social adjustment in students with specific learning disabilities. Data from 469 primary school students in Turkey were used. The Self‐Regulated Learning Assessment Scale (11 items, two dimensions: planning/implementation and motivation) explained 39.66% of the variance, with internal consistency coefficients ranging from 0.76 to 0.83. The Self‐Regulated Social Skills and Adaptive Behavior Assessment Scale (10 items, two dimensions: goal/strategy setting and implementation) explained 35.67% of the variance, with internal consistency coefficients from 0.71 to 0.75. Both scales underwent Exploratory and Confirmatory Factor Analysis, demonstrating valid and reliable structures (e.g., RMSEA ≤ 0.09, CFI ≥ 0.94). These scales offer effective tools for assessing self‐regulation in students with specific learning disabilities, as one focuses on academic self‐regulation and the other on social and behavioral adjustment, and they may inform future intervention planning efforts.
Melekoğlu et al. (Thu,) studied this question.