ROLE OF TEACHING STYLES ON SELF- REGULATION AMONG THE ADOLESCENTS WITH PHYSICAL DISABILITIES

Purpose of the study: This study examined the role of teaching styles on self-regulation among adolescents with physical disabilities and moderating effects of age on the relationship between teaching styles and self-regulation. Methodology: 150 students from Islamabad and Rawalpindi divisions were included in this study. Adolescent Self-Regulatory Inventory (Moilanen,2007) and Junior High School Teaching Styles Questionnaire (Chen,2008) was used to assess teaching styles and self-regulation. A purposive-convenient sampling technique was used, and SPSS 22 was used for data analysis. Main Findings: The results demonstrated that the democratic teaching style was the most perceived teaching style among adolescents with a physical disability. It was found that teaching styles predicts self-regulation significantly with (β = .24, R2 = .05) and p < .001. Democratic teaching style had a significant relationship with long-term self-regulation. Age played a moderator role between teaching style and self-regulation with (β= -.16, R2=.09) and p < .01 among adolescents with a physical disability. Applications of this study: Results of the study will be helpful in the rehabilitation of this marginalized part of society and helps teachers to understand that how their style could affect the personality development of special students. Novelty/Originality of this study: There is a need to study the handicapped population, their problems, and opportunities for their rehabilitation, especially in Pakistan. As the needs of students with disabilities are entirely different from regular students, society and teachers need a constructive mindset to solve and eliminate the challenges faced by them.