University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 2 4 2013 06 22 A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia 154 176 139 jld-2-4-92-5-9 FA M Narimani Corresponding author: Professor of Psychology, University of Mohaghegh Ardabili M Abbasi ph. D. Student of Psychology, University of Mohaghegh Ardabili A Abolghasemi Associate of Psychology, University of Mohaghegh Ardabili B Ahadi Associate Proffesor of Psychology, University of Mohaghegh Ardabili Journal Article 2013 02 17 The study compares the effectiveness of acceptance/ commitment by emotional<br />regulation training on adjustment in students with dyscalculia. The population of<br />the study were selected from ammug elementary students in the sixth grade form<br />schools of Ardabil in the (2012-2013) school year.(n=5000). 57 students who had<br />difficulty with mental disabilities were randomly selected. The three groups of<br />acceptance/ commitment training, education, emotion regulation and control were<br />replaced. Acceptance/ commitment training for the first group and the second<br />group was the emotional regulation training of planning education. The control<br />group received no training. To collect the data from the math test key Met was<br />used. For data analysis the method of Multiraviareo analysis of variance<br />(MANOVA) and scheffe post hoc test to compare keymath scale scores minus<br />pre-test - post-test variables were used in the experimental and control groups. The<br />results showed that acceptance/ commitment and emotional regulation training in<br />compared to group controls, significantly improving social adjustment, emotional<br />and educational background were more effective (P<0.01). Conclusions showed of<br />the effectiveness of effectiveness of acceptance/ commitment and emotional<br />regulation training in improving social adjustment, emotional and educational. The<br />Tukey test showed that the mean training was received acceptance/<br />commitment. The compatibility of the components in the test group and the<br />control group was more emotion regulation. Accept the conclusions of the<br />effectiveness of training and commitment to improving social adjustment, emotion<br />regulation, emotional and academic mathematics disorder, is important. The study compares the effectiveness of acceptance/ commitment by emotional<br />regulation training on adjustment in students with dyscalculia. The population of<br />the study were selected from ammug elementary students in the sixth grade form<br />schools of Ardabil in the (2012-2013) school year.(n=5000). 57 students who had<br />difficulty with mental disabilities were randomly selected. The three groups of<br />acceptance/ commitment training, education, emotion regulation and control were<br />replaced. Acceptance/ commitment training for the first group and the second<br />group was the emotional regulation training of planning education. The control<br />group received no training. To collect the data from the math test key Met was<br />used. For data analysis the method of Multiraviareo analysis of variance<br />(MANOVA) and scheffe post hoc test to compare keymath scale scores minus<br />pre-test - post-test variables were used in the experimental and control groups. The<br />results showed that acceptance/ commitment and emotional regulation training in<br />compared to group controls, significantly improving social adjustment, emotional<br />and educational background were more effective (P<0.01). Conclusions showed of<br />the effectiveness of effectiveness of acceptance/ commitment and emotional<br />regulation training in improving social adjustment, emotional and educational. The<br />Tukey test showed that the mean training was received acceptance/<br />commitment. The compatibility of the components in the test group and the<br />control group was more emotion regulation. Accept the conclusions of the<br />effectiveness of training and commitment to improving social adjustment, emotion<br />regulation, emotional and academic mathematics disorder, is important. https://jld.uma.ac.ir/article_139_dd71dfc39b7febba8cdf11b2dd15642d.pdf