Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys
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 childr...
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| Format: | Article |
| Language: | fas |
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Dr. Mahmoud Mansour publication
2018-03-01
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| Series: | مجله علوم روانشناختی |
| Subjects: | |
| Online Access: | http://psychologicalscience.ir/article-1-104-en.html |
| _version_ | 1827990373057691648 |
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| author | Atefeh Zabihi Nages Hosein zadeh Bahreini Fatemeh Hosein zadeh Bahreini |
| author_facet | Atefeh Zabihi Nages Hosein zadeh Bahreini Fatemeh Hosein zadeh Bahreini |
| author_sort | Atefeh Zabihi |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T00:35:16Z |
| format | Article |
| id | doaj.art-72f0f4d06e274b7e9f2115838b10671d |
| institution | Directory Open Access Journal |
| issn | 1735-7462 2676-6639 |
| language | fas |
| last_indexed | 2024-04-10T00:35:16Z |
| publishDate | 2018-03-01 |
| publisher | Dr. Mahmoud Mansour publication |
| record_format | Article |
| series | مجله علوم روانشناختی |
| spelling | doaj.art-72f0f4d06e274b7e9f2115838b10671d2023-03-14T19:47:03ZfasDr. Mahmoud Mansour publicationمجله علوم روانشناختی1735-74622676-66392018-03-011664581597Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boysAtefeh Zabihi0Nages Hosein zadeh Bahreini1Fatemeh Hosein zadeh Bahreini2 Shahid Beheshti University Tehran University Ferdousi of Mashhad University 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.http://psychologicalscience.ir/article-1-104-en.htmllearning disorderemotioncognitive emotion regulation strategies |
| spellingShingle | Atefeh Zabihi Nages Hosein zadeh Bahreini Fatemeh Hosein zadeh Bahreini Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys مجله علوم روانشناختی learning disorder emotion cognitive emotion regulation strategies |
| title | Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| title_full | Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| title_fullStr | Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| title_full_unstemmed | Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| title_short | Comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| title_sort | comparing cognitive emotion regulation strategies between boys with learning disorder and normal boys |
| topic | learning disorder emotion cognitive emotion regulation strategies |
| url | http://psychologicalscience.ir/article-1-104-en.html |
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