Maryam Mahmoudi; Ahmad Borjali; Hamid Alizadeh; Bagher Ghobari-Bonab; Hamed Ekhtiari; Saeed Akbari-Zardkhaneh
Volume 4, Issue 13 , August 2016, , Pages 69-84
Abstract
This study compared emotion regulation in children with learning disorders and normal in ages 9 to 11. The design of this study was descriptive-post facto one. The sample consists of 30 children with learning disorders and 30 normal children which were selected in available from Tehran city. The two ...
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This study compared emotion regulation in children with learning disorders and normal in ages 9 to 11. The design of this study was descriptive-post facto one. The sample consists of 30 children with learning disorders and 30 normal children which were selected in available from Tehran city. The two instruments, Emotion Regulation Checklist (ERC) and Emotion Regulation Questionnaire (ERQ) were performed. ERQ was filled out by children. ERC was filled out by their parents. Data analysis showed that comparing normal children and LD children showed higher liability/negativity and lower score in using of emotion regulation of reappraisal. The findings of main and interaction effects of demographics were also examined in detail at the following article. Accordingly, we suggest that emotional problems in this group should be more considered by professionals and teachers, and related programs should be designed in order to improvement of the problems of these children.
