University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 11 4 2022 07 23 Comparison of personal intelligence and negative emotionality among students with and without special learning Disorder Comparison of personal intelligence and negative emotionality among students with and without special learning Disorder 35 45 1576 10.22098/jld.2022.10015.1981 FA Rana Pourzargar MSc Clinical Psychology of Children and Adolescents, Department of Psychology, University of Tabriz, Tabriz, Iran Mehrdad Hasanzadeh MSc General Psychology, Department of Psychology, Faculty of Literature and Humanities, Payame Noor University of Ardabil, Ardabil, Iran Hasan Taheri BSc Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran Journal Article 2021 12 18 The aim of this study was to compare personal intelligence and negative emotionality among students with and without special learning Disorder. The research method was causal-comparative description. statistical population included the second year elementary students with special and normal learning Disorder in Ardabil cities in the academic year 2019. Of this population, 30 students had special learning differences by purposive sampling and 30 normal students by sampling. Clusters were selected and participated in this study as a comparison group The two groups individually and with the presence of the researcher answered the questionnaires of Meyer's personal intelligence (short form) and Waller's negative excitement. Data were also analyzed using multivariate analysis of variance (MANOVA). The results showed that students with learning Disorder had average scores of emotional sensitivity (F = 9.345), nervousness - stress (F = 5.392), anxiety (F = 2.371), and aggression (F = 14.578). And shaping variables (F = 5.493) and selection guide (F = 8.305) are significantly different from the normal group(p The aim of this study was to compare personal intelligence and negative emotionality among students with and without special learning Disorder. The research method was causal-comparative description. statistical population included the second year elementary students with special and normal learning Disorder in Ardabil cities in the academic year 2019. Of this population, 30 students had special learning differences by purposive sampling and 30 normal students by sampling. Clusters were selected and participated in this study as a comparison group The two groups individually and with the presence of the researcher answered the questionnaires of Meyer's personal intelligence (short form) and Waller's negative excitement. Data were also analyzed using multivariate analysis of variance (MANOVA). The results showed that students with learning Disorder had average scores of emotional sensitivity (F = 9.345), nervousness - stress (F = 5.392), anxiety (F = 2.371), and aggression (F = 14.578). And shaping variables (F = 5.493) and selection guide (F = 8.305) are significantly different from the normal group(p https://jld.uma.ac.ir/article_1576_d0c463177311517c90f7a37735038dd0.pdf