Middle Eastern Journal of Disability Studies

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Nazarpour Samsami P, Mahdiani Z, Ghasemzadeh M, Padervand H. Comparison of the emotion regulation strategies and assertiveness in the students with and without specific learning disabilities. MEJDS 2019; 9 :15-15
URL: http://jdisabilstud.org/article-1-962-en.html

Background & Objective: Emotion regulation refers to internal and external processes of responding to inhibition and monitoring, evaluation and modulation of emotional interactions, especially their transient features, to achieve the desired goal. Emotion regulation plays an important role in adapting to the stressful events of life, and it is one of the adolescent requirements to assertiveness. Assertiveness refers to the ability of individuals to express honestly, directly, explicitly, decisively and without violating the rights of others with the dignity of expressing feelings, beliefs and needs. Assertiveness as an individual's ability to defend themselves and the ability to "say not". The purpose of this study was to compare the emotion regulation strategies and assertiveness in students with and without learning disabilities in Khorramabad city. 
Methods: The method of this study was causal and comparative; this means that the variables of emotion regulation strategies and assertiveness are compared between the two groups. The statistical population of this study was boy students aged 12-16 years at high school in 2016-2017. Among the statistical population, 30 students with special learning disabilities selected through targeted sampling and 30 normal students through cluster sampling. The sample was matched based on the level of education and gender. After obtaining the necessary permissions from the education department of Lorestan province (West of Iran), a list of the first high schools of Khorramabad city was selected to select normal students in a cluster sampling from all schools. The validity and confirmation of the diagnosis recorded in each student with a special learning disability investigated by a clinical interview which conducted based on DSM-5 criteria for students with a learning disorder and diagnostic checklist of special learning disorder. Data were collected using the Diagnostic Checklist for Specific Learning Disorders and the Garnefsky Emotion Regulation Strategies Questionnaire and the Gambler and Richie Expression Scale. Independent t-test also used for data analysis.
Results: There was a significant difference between two groups of students in emotion regulation strategies and assertiveness in the group of students with learning disabilities, less than normal students was (p≤0.001). This means that students with learning disabilities had problems and weaknesses in emotion regulations and assertiveness. 
Conclusion: Regarding the role of emotion regulation strategies and assertiveness in psychological and social adjustment and the weakness of students with learning disabilities in emotional regulation and assertiveness, it is suggested that psychologists and clinical counselors in schools use training to strengthen variables.