maryam ezzatibabi

The present study was conducted with the aim of investigating the effectiveness of emotional regulation training on improving self-control and social anxiety in students with learning disabilities. 

This experimental research was conducted with a pre-test-post-test design with a control group.  The statistical population of the research included all students with learning disabilities referring to the specialized center related to education in Ardabil and Germi cities in the year at 2021. The research sample was 30 students with learning disabilities who were selected by random sampling and placed in two experimental and control groups (15 people in each group).  To collect data, learning difficulties questionnaires (LDQ), Tanchi et al.'s self-control and Lajersa's social anxiety questionnaires were used.  The experimental group received 8 sessions of 90-minute emotional regulation training by Alan McHugh and Barlow (2009), no intervention was given to the control group.  The collected data were analyzed using multivariate covariance analysis by SPSS 27 software.

The findings of the research showed that the average of the post-test compared to the pre-test significant increased in the variable of self-control and significant decreased in social anxiety (p<0.001). 

The results showed that emotional regulation training improved self-control and social anxiety of students with learning disabilities. Therefore, it is suggested, emotional regulation training can be used as an effective alternative treatment method along with treatment methods to improve self-control, social anxiety, mental health and reduce symptoms of disorder and emotional-behavioral problems of students with learning disabilities.

  The aim of this present study was to investigate the prevalence of bullying and its associated demographic factors in high school students in the city Germi in the 2019-2020 academic year The design of the present study is descriptive- contextual. The statistical population of the study included all students studying boys and girls in the second year of high school in Garmi city. A Sample of 200 people (100 girl and 100 boy) were selected by multi- stage random sampling method. The Olivius bullying- victim questionnaire was used to collect information. Descriptive statistics (Mean, Standard deviation) and inferential statistics (Chi-square) were used to analyze the data Finally, the results of this study have shown that there is a significant difference in the prevalence between two groups' girls and boys. This means that the rate of bullying and victimization of bullying was higher in boys than girls (p<0/05). Considering the physical and psychological injuries and the background of bullying for psychological and social harm in students and considering the importance of school both in terms of occurrence and in terms of controlling and preventing bullying, it is possible to implement appropriate policies, provide appropriate and executive training and prevention programs proper intervention in the country,s schools prevented the occurrence and creation of harmful consquences.

this study aimed at comparison of social anxiety with bullying–victim behavior in students with and without learning disability

Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal students (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.

For gathering the data were used from social anxiety questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social anxiety and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social anxiety in the group of students with learning disabilities was higher than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities

the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

this study aimed at comparison of social competence with bullying–victim behavior in students with and without learning disability

Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal student (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.

For gathering the data were used from Cohen & Riesman social competence questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social competence and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social competence in the group of students with learning disabilities was less than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities

the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.