Investigating the relationship between executive functions and emotion regulation with social skills of children with writing learning disorders

The purpose of the present study is to investigate the relationship between executive functions and emotion regulation with social skills of children with writing learning disorders. The current research is descriptive of the correlation type. The data collection tool was a questionnaire, for this purpose, Coolidge's (2002) Neurocognitive Questionnaire, Gross and John's (2003) Emotion Regulation Questionnaire, and Gresham and Elliott's (1990) Social Skills Questionnaire were used. The statistical population of this research was made up of all the families of children with learning disabilities in the spring of 1402. In this research, 70 children with learning disabilities were selected purposefully and these tools were implemented on their families. After collecting the questionnaires, the data were analyzed using the regression test. The results of this research showed that there is a significant relationship between executive functions, emotion regulation and social skills of children with writing learning disorders.