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Comparative Study

| Published: December 25, 2015

Assessing Efficacy of Emotional Regulation Techniques on Alexithymia among Students Who Suffer From Dyscalculia

Esmaiel Soleymani ,

Assistant Professor of Psychology, Urmia University Google Scholar More about the auther

Mojtaba Habibi ,

Family Therapy Institute, Shahid Beheshti University, Tehran, Iran Google Scholar More about the auther

Mani B. Monajemi ,

Department of Clinical Psychology, University of Tehran, Tehran, Iran Google Scholar More about the auther

Esmaiel Soleymani

Assistant Professor of Psychology, Urmia University Google Scholar More about the auther

DIP: 18.01.022/20150301

DOI: 10.25215/0301.022

ABSTRACT

Background: Dyscalculia tends to debilitating for children with respect to their social interactions and learning process. Although it can cause so many problematic consequences in developmental stages of children, by implementing precise and in time therapeutic intervention, it can be mitigated. Current paper examines the efficacy of emotional regulation techniques among students who suffer from dyscalculia. Materials and Methods: This study was experimental study with pre-test and post-test and control group. Statistical Society of this study included all students (4th, 5th, 6th grader), who suffered from dyscalculia in Bileh town (Urumieh Province/Iran) during 2013-2014(N=76). This study consisted 34 students, who suffered from dyscalculia. These students were chosen via systematic random sampling. Data were collected using Raven IQ test, Shalev mathematical Test, Alexithymia Scale, Psychological wellbeing questionnaire. Regarding analyzing data, MANOVA was used. Results: The results of multivariate analysis of covariance show that between case group and control, significant difference in components of alexithymia and psychological wellbeing were noticed. Hence, it can be inferred that emotional regulation strategies improves component of alexithymia and psychological well being of students with dyscalculia. Conclusion: According to results, teaching emotion regulation strategies to students considered to be effective in promoting awareness and positive attitudes. Thus, it is plausible that implementing these strategies tend to play major role as an intervention among students with dyscalculia.
Responding Author Information

Esmaiel Soleymani @ mani.b.monajemi@warwickgrad.net

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.022/20150301

DOI: 10.25215/0301.022

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Published in   Volume 03, Issue 1, October-December, 2015

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