University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 11 3 2022 04 21 Comparison of emotional expression, cognitive avoidance and social skills in students with and without specific learning difficulties Comparison of emotional expression, cognitive avoidance and social skills in students with and without specific learning difficulties 62 75 1560 10.22098/jld.2022.7875.1844 FA Leyli Rakhshandeh Master of Family Counseling،, Islamic Azad University, Qom Branch, Iran Nasser Sobhi Gharamaleki Associate professor of psychology, Department of Motor behavior and sport psychology, Faculty of physical education and sports sciences, Allameh Tabatabaei University, Tehran, Iran Journal Article 2020 10 11 The aim of this study was to express emotional expression, appropriate cognition and social skills in students with and without special learning disabilities. The research method was descriptive-causal-comparative. All sixth grade female students who started with and without learning disabilities in Tehran schools in the academic year 2019-2018 constitute the statistical population of this study, of which 100 students (50 students) are available using the sampling method. With special learning abilities and 50 students without special learning disabilities) were selected as the sample and answered the King and Emmons Emotional Expression Questionnaire, Douglas and Sexton Cognitive Function, and Matson Social Social Skills. Multivariate analysis of variance was used to analyze the data. The findings showed that students with special learning disabilities showed lower emotional and social skills than students without special learning disabilities. Also, avoiding recognizing students with special learning disabilities more than students without special learning disabilities budget (p <0.05); It may, therefore, be able to express emotion, cognition and social skills may create the conditions for improving the performance of students and students by reminding them of existing disabilities. The aim of this study was to express emotional expression, appropriate cognition and social skills in students with and without special learning disabilities. The research method was descriptive-causal-comparative. All sixth grade female students who started with and without learning disabilities in Tehran schools in the academic year 2019-2018 constitute the statistical population of this study, of which 100 students (50 students) are available using the sampling method. With special learning abilities and 50 students without special learning disabilities) were selected as the sample and answered the King and Emmons Emotional Expression Questionnaire, Douglas and Sexton Cognitive Function, and Matson Social Social Skills. Multivariate analysis of variance was used to analyze the data. The findings showed that students with special learning disabilities showed lower emotional and social skills than students without special learning disabilities. Also, avoiding recognizing students with special learning disabilities more than students without special learning disabilities budget (p <0.05); It may, therefore, be able to express emotion, cognition and social skills may create the conditions for improving the performance of students and students by reminding them of existing disabilities. https://jld.uma.ac.ir/article_1560_6a73612da4397f26410cdf0f6809292d.pdf