ABSTRACT

The main aim of the present study is to investigate the effect of learning disability and ADHD on self-regulation and working memory. Sample 35(n) children were selected from different schools of Haripur and Peshawar. The age range of the sample was 6-17 years (M=11.77, SD=2.18).). It was hypothesized that learning disability has and ADHD has effect on working memory forward than backward. Learning disability and ADHD has impact on cognitive self-regulation and emotional self-regulation. Another hypothesis was to compare the children with learning disability and ADHD on selfregulation and Working memory. By using Paired sample t-test the results showed that children with learning disability scored a bit high than ADHD on self-Regulation scale and working memory (p<.001). And to investigate the effect of learning disability and ADHD binary logistic regression was used so, it indicated that learning disability and ADHD has greater impact on working memory forward which was negative but significant. While on working memory backward the relationship was negative but nonsignificant. And on self- regulation, cognitive self-regulation was significantly but negatively associated with learning disability and ADHD (p<.001). While emotional self- Regulation was negatively but non-significantly associated with learning disability and ADHD effect the cognitive self-regulation. Keywords: Learning disability, ADHD, self-regulation, working memory
Publication date: 01/01/2020

https://ijbpas.com/pdf/2020/January/MS_IJBPAS_2019_4897.pdf

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https://doi.org/10.31032/IJBPAS/2020/9.1.4897