Abstract

This study aimed to investigate the level of self-regulation among students with learning disabilities in Khartoum State and examine differences according to gender, grade level, and parental marital status. The study employed a descriptive comparative/correlational design. The sample consisted of 130 male and female primary school students enrolled in special education centers and inclusive schools in Khartoum State, selected through stratified random sampling. To achieve the study objectives, the researcher developed a self-regulation scale consisting of 24 items distributed across three dimensions: planning, monitoring, and self-evaluation. The findings indicated that students with learning disabilities exhibited a low level of self-regulation. Significant differences were found according to grade level in favor of higher grades, as well as according to family stability in favor of students from stable families. However, no statistically significant differences were found based on gender. The study recommended training teachers in self-regulated learning strategies and providing psychological support programs for students from separated families.