%0 Journal Article %T Effectiveness of Emotional Regulation Training in improving adaptability and social adequacy of students with learning disabilities %J Applied Psychology %I Shahid Beheshti University %Z 2008-4331 %A dehghani, yousef %A hekmatian, sadegh %A kamran, leila %D 2019 %\ 10/23/2019 %V 13 %N 2 %P 229-250 %! Effectiveness of Emotional Regulation Training in improving adaptability and social adequacy of students with learning disabilities %K Adaptability %K emotion regulation %K Learning Disabilities %K Social Competence %R 10.29252/apsy.13.2.229 %X Aim: Research aim was to determine the effectiveness of Emotion RegulationTraining on improving social, emotional and educational adjustment and socialquality of students with learning disabilities. Methods: Research method wasquasi-experimental with control, experimental group and pretest, posttest, anda 2 months follow up. The statistical population consisted of 497 third to sixthgrade female and male primary school students with a variety of learningdisabilities who were referred to the Center for Learning Disabilities of Bushehrprovince’s Department of Education during the 2017-2018 school year. Ofthese, using convenience sampling and considering the requirements of theresearch project, 148 students were short-listed in the first stage, and of these,40 students were selected and assigned to an experimental group and a controlgroup. The measurement tools were Singha and Sing CompatibilityQuestionnaire 1993 and Fellner, Lease & Philips Social Competence Scale1990. Questionnaires were administered to both groups in three phases. Theexperimental group went through eight ninety-minute sessions of EmotionRegulation Training, once a week using the method developed by Allen,McHugh and Barlow 2009. Data was analyzed using mixed variance analysiswith repeated measures design. Results: Findings showed that EmotionRegulation Training has a significant effect on improving social adjustment (F=4.218, P= 0.025), educational adjustment (F= 5.802, P= 0.002), emotionaladjustment (F= 5.472, P= 0.036), and social adequacy (F= 5.463, P= 0.015) ofstudents with learning disabilities, and this effect remains unchanged in thetwo-month follow-up phase. Conclusion: Since Emotion Regulation Traininghelps improve the individuals’ interactions with peers and increases theirawareness, acceptance and emotional expression, such training can be used asan effective intervention method to improve social, emotional and educationaladjustment and social adequacy of students with various learning disabilitiesand also students with similar disabilities.  %U https://apsy.sbu.ac.ir/article_97202_aba17d1e9d5ed50af4d8b7d41596aaba.pdf