چکیده:
Objective
Disability deprives individuals from participation in the overall process of personal and social life and its independent activities. Moreover, it causes imbalance due to damage and disrupts the healthy development and coordination of the body. Therefore, this study compared emotion regulation strategies and adjustment in students with physical disabilities and healthy students.
Methods
This was a causal-comparative study. The study population included all students with physical-motor disabilities and healthy students. The study sample included 200 students (100 with physical disabilities and 100 healthy subjects). They were selected by cluster sampling method. To collect the required data, the Emotion Regulation Questionnaire (ERQ) and the Adjustment Inventory for School Students (AISS) were applied.
Results
The obtained results revealed that students with physical disability significantly differed in measures of emotion regulation (repression and re-evaluation), compared to the healthy ones (P<0.05). In addition, students with a physical disability in two subscales, including social and emotional adjustment, indicated significant differences compared to the healthy samples. However, there was no significant difference between the two study groups in terms of educational adjustment (P<0.05).
Conclusion
There were significant differences between students with a physical disability and healthy student in emotion regulation strategies and social adjustment.
خلاصه ماشینی:
October 2019, Volume 7, Number 4 Research Paper: Comparing Emotion Regulation Strategies and Adjustment Between Students With Physical Disability and Healthy Students Dana Mohammad-Aminzadeh1 /, Amir Abasi1, Yousef Asmari-Bardezard2 , Somaye Kazemian, Seyed Jalal Younesi3* / 1.
245 Article info: Received: 10 Jan 2019 Accepted: 07 Jul 2019 Available Online: 01 Oct 2019 Keywords: Emotion regulation strategies, Adjustment, Students with a physical disability, Normal students ABSTRACT Objective: Disability deprives individuals from participation in the overall process of personal and social life and its independent activities.
● Students with physical disability had significantly different social and emotional adjustments compared to the healthy samples.
The obtained results revealed that students with physical disability were significantly different in using emotion regulation strategies of repression and re-evaluation compared to the healthy ones.
In addition, students with a physical disability indicated significant differences in social and emotional adjustments compared to the healthy samples.
Due to their impairments, students with physical/ mobility disabilities are less capable to empathy with others (Ahmad, Ishfaq, & Naeem, 2013), are less likely to be accepted by their peers (Estévez, Emler, Cava, & Inglés, 2014), and have less access to social support, compared to their healthy peers (Mithen, Aitken, Ziersch, & Kavana-gh, 2015).
Thus, the present study examined social adjustment and the use of emotion regulation strategies among students with a physical disability and healthy students.
4. Discussion The present study examined social adjustment and the use of emotion regulation strategies among students with physical/mobility disabilities and healthy students.