A Comparative Study of Self-Regulation Strategies, Creativity, and Goal Orientation in Fourth-Grade Elementary Students with Mathematics Disorder and Typically Developing Peers

Document Type : Original Article

Authors

1 Assistant Professor, Department of Mathematics, AL.C., Islamic Azad University, Aligudarz, Iran. Corresponding author, sh.rezaei@iau.ac.ir

2 M.A. in Educational Management, AL.C., Islamic Azad University, Aligudarz, Iran

Abstract

Extended Abstract
Introduction:Mathematics learning disorder is one of the most prominent challenges within educational systems, often
profoundly impacting students’ academic achievement and psychological well-being. Students with this condition frequently struggle with cognitive and emotional difficulties. The present study aims to examine and compare key psychological variables—namely self-regulation strategies, creativity, and goal orientation—between students with mathematics disorder and their typically developing (normal) peers to determine whether significant differences exist across these learning dimensions.
Methods and Data: This study is applied in purpose and descriptive-comparative (causal-comparative) in its design. The target population consisted of fourth-grade elementary students in Azna city. A sample of 200 students (100 students diagnosed with mathematics disorder based on the KeyMath diagnostic test and 100 typically developing students) was selected via cluster random sampling. Data collection instruments comprised the Goal Orientation Questionnaire (Midgley et al., 1998), the Self-Regulation Strategies Questionnaire (Savari & Arabzadeh, 2013), and the Creativity Questionnaire (Abedi, 1993). Data were statistically analyzed using Multivariate Analysis of Variance (MANOVA) via SPSS 22.
Findings: Statistical analyses revealed significant differences between students with mathematics disorder and their typically developing peers across all three dependent variables: self-regulation strategies, creativity, and goal orientation (P<0.05P < 0.05P<0.05). Typically developing students scored significantly higher in all examined dimensions compared to students with mathematics disorder. These findings suggest that students with mathematics disorder experience notable deficits in metacognitive mechanisms, motivational frameworks, and creative problem-solving capabilities relative to their normal peers.
Discussion and Conclusion: The findings underscore the urgent need for tailored educational interventions focused on fostering self-regulation skills and adaptive goal orientation patterns in students with mathematical learning difficulties. It is strongly recommended that school counselors and educators implement specialized workshops to cultivate self-regulatory techniques and creative thinking strategies for these students, thereby mitigating academic decline and related educational frustration.

Keywords

References

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Quarterly Journal of Education Studies
Volume 12, Issue 46
September 2026
Pages 12-32

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