The Effect of Fredrickson's Positive Emotion Training Program on Emotion Regulation of Students with Dyslexia

The difficulty in emotion regulation is one of the problems faced by students with dyslexia. The purpose of this study was to investigate the effect of the Fredrickson's positive emotion training program on emotion regulation of students with dyslexia. The sample consisted of 30 dyslexic female students aged 12-9 years old from the general schools of Isfahan in the academic year of 2012-2013 selected by multi-stage random sampling method and randomly assigned to the experimental (n = 15) and control (n = 15) groups. The intervention consisted of 12 45-minute sessions that were conducted in the experimental group. The cognitive emotion regulation questionnaire (Garnefski et al, 2002), Wechsler intelligence scale for children- fourth edition (WISC-IV) (2003) and the reading and dyslexia test (Karami Noori and Moradi, 2008) were used in this study. To analyze the data, multivariate analysis of covariance was used. The results of multivariate analysis of covariance indicated that positive emotion training program had a significant effect on emotion regulation of students with dyslexia (P < 0.0001). Fredrickson's positive emotion training program can influence the regulation and control of the emotions of dyslexic students, and therapists can use it along with other teaching methods.