ABSTRACT
This study developed two scales to assess self-regulated learning and social adjustment in students with specific learning disabilities. Data from 469 primary school students in Turkey were used. The Self-Regulated Learning Assessment Scale (11 items, two dimensions: planning/implementation and motivation) explained 39.66% of the variance, with internal consistency coefficients ranging from 0.76 to 0.83. The Self-Regulated Social Skills and Adaptive Behavior Assessment Scale (10 items, two dimensions: goal/strategy setting and implementation) explained 35.67% of the variance, with internal consistency coefficients from 0.71 to 0.75. Both scales underwent Exploratory and Confirmatory Factor Analysis, demonstrating valid and reliable structures (e.g., RMSEA ≤ 0.09, CFI ≥ 0.94). These scales offer effective tools for assessing self-regulation in students with specific learning disabilities, as one focuses on academic self-regulation and the other on social and behavioral adjustment, and they may inform future intervention planning efforts.