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Volume 16, Issue 64 (3-2018)                   Journal of Psychological Science 2018, 16(64): 581-597 | Back to browse issues page

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Zabihi A, Hosein zadeh Bahreini N, Hosein zadeh Bahreini F. (2018). Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys . Journal of Psychological Science. 16(64), 581-597.
URL: http://psychologicalscience.ir/article-1-104-en.html
Shahid Beheshti University
Abstract:   (2251 Views)
Research show that learning disorder is very common in primary school pupils. Moreover, the use of incompatible cognitive emotion regulation strategies is comorbid with other disorders in all age groups. The purpose of the present study is to compare cognitive emotion regulation strategies in children with learning disorder and normal children.
This study is categorized as a descriptive study and of casual-comparative type. 50 primary school students in two groups with and without learning disorder were selected using availability sampling method. To collect data (information), the emotion regulation strategies questionnaire - student version- (Garnefski, 2001) with nine subscales was given to 25 students with learning disorder which were studying in specific primary school and 25 normal pupils. The questionnaire assessed in this study was proved to be valid and reliable.
Statistical analysis outcomes in dependent t-test indicate that there is no meaningful difference between normal students and pupils with learning disorder in using cognitive emotion regulation strategies. On the other hand, the study of the two groups of students suggests that the group with learning disorder shows a significant difference in using incompatible strategies variables. The difference was meaningful at P<0.05 level.
The mean of emotion regulation styles in students with learning disorder is significantly different from that of normal students (P=0.017). This means that students with learning disabilities have more incompatible cognitive emotion regulation strategies campare with regular students and the self-blame subscale is the reason of the meaningful difference between two groups.
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Type of Study: Research | Subject: General
Received: 2019/07/4 | Accepted: 2019/07/4 | Published: 2019/07/4

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