University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 1 2014 11 20 Effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school Effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school 6 22 214 jld-1 FA F Ashkani Corresponding author: M.A in Clinical Psychology, Islamic Azad University, Khomein Brach H Heydari Assistant professor, Psychology and Counseling Department, Islamic Azad University, Khomein Brach Journal Article 2013 09 22 The current research is aimed to investigate the effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. The research population consisted of all elementary school children with learning disabilities in the city of Ardabil. The sample consisted of 40 students with learning disabilities who were randomly selected. For collecting data, psychological well-being questionnaire, attribution style questionnaire, reading disorder diagnosis test, and Keymath math test were used. Multivariate analysis of variance (MANOVA) was used to analyze the data obtained. The results showed that psychological adjustment treatment influences the psychological welfare and attributional style of students with learning disabilities in primary school. That is, it leads to improved psychological well-being and development of internal, sustained, and general attribution style among the students with learning disabilities in primary school. These results have also important implications in the field of prevention, pathology and treatment of this disorder. The current research is aimed to investigate the effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. The research population consisted of all elementary school children with learning disabilities in the city of Ardabil. The sample consisted of 40 students with learning disabilities who were randomly selected. For collecting data, psychological well-being questionnaire, attribution style questionnaire, reading disorder diagnosis test, and Keymath math test were used. Multivariate analysis of variance (MANOVA) was used to analyze the data obtained. The results showed that psychological adjustment treatment influences the psychological welfare and attributional style of students with learning disabilities in primary school. That is, it leads to improved psychological well-being and development of internal, sustained, and general attribution style among the students with learning disabilities in primary school. These results have also important implications in the field of prevention, pathology and treatment of this disorder. https://jld.uma.ac.ir/article_214_891333181b5cafac23488666e6fe92e7.pdf