zahra tarazi; Molok Khademi Ashkezari; Mahnaz Akhavan Tafti
Abstract
The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, ...
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The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and social-cognitive problem solving on Improvement of social adjustment in Students with Early Learning Disabilities in Tehran. This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with Learning Disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups.Sinha and Sing social adjustment Questionnaire was used in the pretest, posttest, and follow-up stages.The data were analyzed using MANCOVA,ANCOVA.The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment.emotion regulation training program and social-cognitive problem solving training with the same effect were more successful in social adjustment promotion than attributional retraining program.Educational programs that use the social cognitive approach of Bandura in designing educational packages have more significant effects.Therefore, the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.