The role of early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies predicting social anxiety in students with learning disorder

The purpose of this study is to investigate the role of early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies predicting social anxiety in students with learning disabilities.

The research method was descriptive and correlational. A sample of 232 students was selected using available sampling method. The research instrument consisted of Young schema (1999), behavioral activation/inhibition systems Carver & White (1994), cognitive emotion regulation strategies Garnefski, Kraaij and Spinhoven (2002) and social anxiety Connor et al questionnaires. For statistical data analysis regression analysis is used.

early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies can predict social anxiety anxiety in students with learning disabilities.

The early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation were involved in the development and maintenance of social anxiety. By examining these variables, the target disorder can be prevented.