The Relative Contribution of Self-regulation Skills in Motivational Styles According to the ARCS Model for Students with Learning Disabilities

Abstract

The current study aimed to investigate the relationship between self-regulatory learning skills and motivated learning styles with learning disabilities using the Keller (ARCS) model. The study further investigated gender differences in these two variables. The original sample consisted of 40 students with learning disabilities in elementary schools in Saudi Arabia. Their ages ranged between 11 and 12 years, with an arithmetic mean of 11.6 years and a standard deviation of 1.3 years. The findings showed that despite the general effectiveness of motivation models, people with learning disabilities face numerous obstacles and challenges in discovering themselves, as well as the ability to plan for achievement and academic excellence. This occurs due to the gap between latent abilities and actual performance in front of others. A significant correlation between self-regulation skills and motivational methods of learning was established using the ARCS model. Furthermore, there is statistically significant differences between self-regulation skills and motivational styles in favor of females. In addition, predicting motivational methods according to the ARCS model through self-regulation skills has proven effective. The findings are discussed in the context of related literature and suggestions are provided.