Comparing the emotion expression, emotional literacy and social self-efficacy in children with and without learning disabilities
Author(s):
Abstract:
The purpose of this study was to compare the emotion expression, emotional literacy and social self-efficacy in children with and without Learning Disabilities (LD). To this end, 66 children with LD 66 children without LD were selected through available sampling and random sampling, respectively. Participants of the two groups were homogeneous in terms of gender, academic grade, and residence. Research method was causal-comparison. Data were collected using the Emotion Expression Scale for Children (Penza-Clyve & Zeman, 2002), Emotional Literacy Assessment Instrument (Southampton Psychology Service, 2003) and social self-efficacy subscale of Self-Efficacy Questionnaire for Children (Muris, 2001). Multivariate Analysis of Variance (MANOVA) was used for analyzing the data. Results indicated that the mean of poor emotional awareness and reluctance in expressing emotion was higher in children with LD compared to children without LD, and for emotional literacy (self-awareness and social skills) and social self-efficacy was higher in children without LD than children with LD. According to the results, attention to psychological strategies for improving the emotion expression, emotional literacy and social self-efficacy in children with LD was suggested.
Language:
Persian
Published:
Journal of Learning Disabilities, Volume:5 Issue: 2, 2016
Pages:
7 to 26
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