Title: Self-Regulation Therapy and Interpersonal Skills among Students with Learning Disabilities in Ondo State, Nigeria
Authors: Adeniyi Ebenezer Oyewole
Abiodun Taofikat Adewunm
Volume: 10
Issue: 6
Pages: 326-332
Publication Date: 2026/06/28
Abstract:
Interpersonal skills are essential for effective social interaction and adjustment, yet students with learning disabilities often experience difficulties in communication, cooperation, empathy, and relationship-building. This study examined the effect of Self-Regulation Therapy (SRT) on interpersonal skills among students with learning disabilities in Ondo State, Nigeria, with gender examined as a moderating variable. A quasi-experimental pretest-post-test control group design was adopted, involving 53 Senior Secondary School I (SSI) students identified through the Learning Disability Evaluation Scale-Renormed Second Edition (LDES-R2) and the Interpersonal Competence Questionnaire (ICQ). Participants were assigned to Self-Regulation Therapy and control groups, while gender was classified as male and female. The Interpersonal Skills Scale for Students (ISSS) was used for the pretest and post-test assessments. Data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Findings revealed that students exposed to Self-Regulation Therapy demonstrated greater improvement in interpersonal skills than those in the control group. Gender exerted a moderating influence on interpersonal skills outcomes, with slight differences observed in the extent of improvement between male and female students. A significant interaction effect indicated that the effectiveness of Self-Regulation Therapy varied across gender groups. The study concluded that Self-Regulation Therapy is an effective intervention for enhancing interpersonal skills among students with learning disabilities. It was recommended that schools integrate self-regulatory interventions into guidance, counselling, and special education programmes to promote positive social development among learners with learning disabilities.