Forecasting of Self-Control with Social Skills and Emotion Regulation in Students with Physical Impairment

Disability has been a social phenomenon since past times in societies; As regards the recognition of the existence and social relations, it has always been a significant problem. So there was no constant relationship between the social and scientific development of humanity on the one hand and the social status of persons with disabilities, on the other side. Disability of any kind may lead to psychological and behavioral crises. Disregard for these issues sometimes creates many problems for people with disabilities. Among disabilities, a physical type is a movement that External and Turner defined physical and motor disabilities as an injury that limits one or more of one of the significant activities of the individual's life. The aim of this study was the Forecasting of Self-Control with Social Skills and Emotion Regulation in Students with Physical Impairment. The research method was descriptive-correlational. The statistical population consisted of all students with disabilities in boys and girls in the second grade of high school in Urmia. Sampling method was used to select 108 students. Measurement tool for social sensitivity scales was Mattson (1983), Guarenfsky's Emotion Control Questionnaire, Kareije and Spinhaun (2001), Weinberger and Schwartz (1990) Self-Control Scale. Pearson correlation coefficient and stepwise regression were used to analyze the data and Using SPSS software at a significant level of 5%. Findings showed that the relationship with peers (p=0.04, β=0.18) and proper social skills (p=0.01, β=0.22) was positive and significant on Self-Control. The effect of aggression (p=0.001, β=-0.33) and non-social behaviors (p=0.04, β=-0.19) on negative self-parity is significant, and finally, the impact of rumination on negative Self-Control was significant (p=0.001, β=-0.38). There was a direct correlation between dimensions of social skills, two dimensions of the relationship with peers and appropriate social behaviors with self-restraint of students with physical disabilities and two aspects of aggression and financial behaviors have an inverse relationship with self-restraint. Also, from all aspects of emotional regulation, only ruminal thinking was able to explain the changes in the self-reliance of students with physical disabilities. It can be concluded that in general, social skills and emotional regulation of students with physical disabilities play an important role in self-reliance. Therefore, to increase the efficiency of physical disabilities, interventions that improve social skills, emotional regulation, are recommended.