Document Type : Research Paper
Authors
1
Associate Professor, Department of Psychology, Women Research Center, Alzahra University,Tehran, Iran
2
MA, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran
3
Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran
10.22098/jld.2024.14230.2136
Abstract
Objective: The current study investigates the challenges of emotion regulation and its consequences on the interpersonal relationships of children with learning disabilities in Tehran.
Methods: The research approach was qualitative and the research method was content analysis. The participants were all female elementary students with learning disabilities and their teachers living in Tehran in the academic year of 2023-24, that 15 students between 9-11 years old and their teachers with Mage of 42.6 years through purposeful sampling were invited to participate in the study.
Results: The results showed seven categories and 16 subcategories including confrontational and corrosive communication style, devaluing communication style, pseudo-relationship without depth, dual being control and controllability, emotional immaturity, inappropriate emotional responses, and strategies based on inhibition and suppression.
Conclusion: In general, emotion regulation challenges in students with learning disabilities can lead to a decrease in positive relationships, isolation and tension, reduced self-confidence, and reduced social interactions. Therefore, creating a supportive environment and strengthening their emotion regulation skills can improve their social relations and help them cope with these challenges better.
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