The Relationship Between Rejection Sensitivity with Emotional-Behavioral Problems in Students with Learning Disabilities by Mediating Role of Emotion Regulation

  Learning disabilites can significantly affect success and academic progress at any age. This study aims to determine the relationship between rejection sensitivity and emotional-behavioral problems in students with learning disabilities, with the mediating role of emotional regulation. This study is applied in terms of purpose and descriptive in terms of data collection (research design). The statistical population of this research consisted of all students with learning disabilities in learning disabilites centers in Kermanshah city for the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. Data was collected using Rutter's emotional-behavioral problem questionnaire (1975), Downey's rejection sensitivity scale, Feldman's emotional regulation questionnaire (1996), and Gross's emotional regulation measures (2003). All analyses were conducted using SPSS 27 and Lisrel 8.8 software. The findings indicated that rejection sensitivity, cognitive reappraisal, and suppression had significant positive and negative effects on emotional-behavioral problems in students with learning disabilities, respectively. Additionally, cognitive reappraisal and suppression were able to mediate the relationships among the research variables, therefore, in addition to the direct effect, the variable of Rejection Sensitivity also affects emotional behavioral problems indirectly through re-evaluation and suppression. (p<0.01). Based on the findings of the research, counseling centers and psychological clinics can provide necessary training to parents and teachers regarding emotion regulation and control, as well as awareness of rejection sensitivity, aimed at establishing constructive interactions with others in children with learning disabilities.