The role of Academic Achievement Motivation, Peer Rejection and Emotional Eempathy in predicting School Aggression of students with Special Learning Disabilities

The aim of this study was to investigate the role of academic achievement motivation, peer rejection and emotional empathy in predicting school aggression in students with special learning disabilities. The method of this research was descriptive-correlation. The statistical population of this study includes all students registered in the Center for Learning Disabilities of Education in Ardabil in the academic year of 2019-2020. 360 people from this community were selected by available sampling method and answered the questionnaires of achievement motivation, social exclusion of peers, emotional empathy and multidimensional school-related anger questionnaire. The data collected in this study were analyzed using descriptive statistical tools such as mean and standard deviation and Pearson correlation and multiple regression tests using SPSS25 software. The results of correlation coefficient showed that school aggression has a negative and significant relationship with the total score of academic achievement motivation and the component of emotional motivation and emotional empathy and has a positive and significant relationship with the total score of rejection peers and the component of insult, neglect and slander. (001/0 <p).The results of regression analysis showed that predictor variables predict about 19 percent of the variance of school-related anger. Considering the role of achievement motivation, peer rejection and emotional empathy in predicting school aggression to specialists in this field, take actions such as identifying rejected or exposed children, designing communication skills programs and Emotional and creating a suitable educational environment to increase the motivation and emotional empathy of these students is recommended.