The Effectiveness of Assertiveness Training on Improving Self-esteem and Cognitive Emotion Regulation in Children with Special Learning Disabilities

Document Type : Research Paper

Authors

1 Ph.D Student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Professional doctorate, Department of Medicine, Faculty of Medical Sciences, Ardabil University of Medical Sciences, Ardabil, Iran

3 3. MSc Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran

10.22098/jld.2024.14280.2137

Abstract

Objective: The aim of this study was to investigate the effectiveness of assertiveness training on improving self-esteem and cognitive emotion regulation in children with special learning disabilities.
Methods: This research was semi-experimental study, including pretest- posttest with control group. The statistical population of the present study included all children aged 8 to 12 years with learning disabilities in Ardabil in 2023. Among them, 40 children were selected using convenience sampling method and placed randomly in experimental (n=20) and control group (n=20). Subjects were measured by emotion regulation questionnaire (2002) and Cooper Smith Self-esteem Questionnaire (1967). The experimental group participated in 8 sessions (45 minutes) of assertiveness training and the control group didn’t receive any intervention. Data were analyzed using multivariate analysis of variance (MANCOVA).
Results: The results indicated that assertiveness training significantly improve self-esteem and cognitive emotion regulation in children with special learning disabilities (P<0/05).
Conclusion: The results showed that assertiveness training can be considered as an effective way to improve self- esteem and cognitive emotion regulation of children with learning disabilities. Therefore, child psychologists and specialists can use assertiveness training to reduce the psychological problems of these children.

Keywords

Main Subjects

References

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Journal of Learning Disabilities
Volume 13, Issue 1
December 2023
Pages 16-6

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