comparison of social competence with bullying – victim behavior in students with and without learning disability

Document Type : Research Paper

Authors

1 PhD Student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University. Ardabil. Iran

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil,

Abstract

Objective:  this study aimed at comparison of social competence with bullying–victim behavior in students with and without learning disability
Methods: Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal student (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.
Results: For gathering the data were used from Cohen & Riesman social competence questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social competence  and bullying – victim behavior (P<0/001); in the other words, the results showed  that the level of social competence  in the group of students with learning disabilities was less than the group of students without learning disabilities and too the level of  bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities
Conclusion: the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

Keywords

References

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Journal of Learning Disabilities
Volume 11, Issue 2
February 2022
Pages 91-103

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