Abstract
Learning disabilities involve difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic performance and cognitive functioning. The present study aimed to examine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating factor. This study was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population consisted of all students with learning disabilities attending learning disorder centers in Kermanshah during the 2023-2024 academic year, with a total of 282 participants selected through purposive sampling. Data were collected using the Rutter Emotional-Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982). All analyses were conducted using SPSS 27 and LISREL 8.8 software. The findings revealed that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities, with self-efficacy mediating the relationship between the variables. This indicates that emotional intelligence not only has a direct effect but also an indirect effect on behavioral-emotional problems through self-efficacy (p < 0.01). Based on these findings, it is recommended that counseling centers and psychological clinics provide training for parents and teachers on emotion regulation, emotional control, and self-efficacy strategies related to emotional intelligence to foster constructive interactions with children who have learning disabilities.
Keywords: emotional behavioral problems, emotional intelligence, self-efficacy, learning disabilities
 
 
 
Extended Abstract

Introduction

Learning disabilities encompass difficulties in areas such as reading, writing, listening, solving mathematical problems, and understanding or using spoken language (Donalto et al., 2022). Children with learning disabilities commonly face emotional and behavioral problems, which are defined as emotional and behavioral responses that deviate from cultural, age-related, and ethnic norms (Laganière et al., 2022).
A significant contributing factor to behavioral problems in students with learning disabilities is deficits in emotional intelligence (Kousha et al., 2021). Emotional intelligence encompasses the ability to understand, process, and utilize emotions to effectively navigate life situations. This includes the capacity to employ both one's own emotions and those of others to achieve optimal outcomes with maximal satisfaction (Zhi et al., 2023). Students with well-developed emotional intelligence demonstrate greater responsibility, enhanced interpersonal skills, and stronger self-confidence, which are associated with fewer behavioral problems and improved academic performance (Kousha et al., 2021).
Students with learning disabilities frequently demonstrate diminished self-efficacy, stemming from lowered self-esteem and reduced confidence in their capabilities (Nourizadeh, 2022). This impaired self-efficacy negatively impacts their capacity to manage challenges, consequently intensifying their difficulties. Self-efficacy represents an individual's conviction in their ability to organize and implement necessary actions to accomplish specific tasks successfully. As a fundamental psychological construct, it significantly influences cognitive processes, emotional responses, motivational levels, and behavioral patterns (Rahardjo et al., 2023).
Research Question
While previous studies have explored various aspects of learning disabilities, no comprehensive investigation has systematically examined the underlying factors contributing to emotional and behavioral problems in this student population. This represents a significant gap in the current literature. Consequently, the present study seeks to address this gap by investigating the mediating role of self-efficacy in the relationship between emotional intelligence and emotional-behavioral problems among students with learning disabilities.

Literature Review

Empirical research demonstrates that diminished emotional intelligence in students with learning disabilities correlates with increased behavioral problems (Aghdasi & Shekrollahpour, 2023). A growing body of evidence substantiates the predictive relationship between emotional intelligence and behavioral difficulties in this population, as demonstrated by multiple studies (Bashari Ghomi et al., 2024; Al-Olaywi, 2021; Dalash & Zubeidat, 2023). Due to recurrent academic setbacks, these students frequently experience both behavioral and motivational challenges. Notably, one of the most profound consequences of persistent academic struggles is the erosion of self-efficacy beliefs (Cumming et al., 2021).
The research findings consistently underscore the pivotal role of self-efficacy in influencing emotional and behavioral outcomes among students with learning disorders (Nourizadeh, 2022; Cumming et al., 2021). Supporting this evidence, Ab-Halim et al. (2019) demonstrated that enhanced self-efficacy in students with special needs is associated with the adoption of more adaptive coping strategies and measurable improvements in overall performance.

Methodology

This applied research study adopted a descriptive-correlational design. The target population comprised all students with diagnosed learning disabilities attending specialized learning disorder centers in Kermanshah during the 2023-2024 academic year. Using a purposive sampling technique, we selected 282 participants who met the study criteria. Data collection employed three validated instruments: (1) the Rutter Emotional Behavioral Problems Questionnaire (1975), (2) the Bar-On Emotional Intelligence Questionnaire (2005), and (3) the Sherer and Maddux Self-Efficacy Scale (1982). We conducted statistical analyses using SPSS 24 and LISREL 8.8, applying Pearson correlation coefficients, Sobel test for mediation effects, and the Variance Accounted For (VAF) index. All analyses maintained a significance threshold of p < 0.05.

Results

The study included 282 students with diagnosed learning disabilities (mean age = 9.65 ± 2.78 years; range: 7-12 years). The sample comprised 60.6% males (n = 171) and 39.4% females (n = 111). Table 1 presents the correlation matrix of all study variables.
Table 1. Correlation matrix of research variables




Variables


Emotional Behavioral Problems


Emotional Intelligence


Self-efficacy




Emotional Behavioral Problems


1


 


 




Emotional Intelligence


-0.40^**


1


 




Self-efficacy


-0.45^**


0.51^**


1




P**<0.01 p*<0.05
According to the results presented in Table 2, there is a significant negative correlation between emotional-behavioral problems and both emotional intelligence and self-efficacy (r = -0.45, p < 0.01) at the 99% confidence level.
Table 2. Direct effects and indirect effects




Variables


Path Coefficients


T-Value


Standard Error


Significance






Emotional Intelligence


 


Emotional Behavioral Problems


-0.24


-3.88


0.078


P<0.01




Emotional Intelligence


 


self-efficacy


0.50


9.87


0.022


P<0.01




self-efficacy


 


Emotional Behavioral Problems


-0.33


-4.37


0.039


P<0.01




 




Indirect Effects


T-Sobel


Standard Path Coeficient


VAF Statistics


Significance






Emotional Intelligence


 


self-efficacy


 


Emotional Behavioral Problems


9.733


0.165


0.407


P<0.01



 
 
 
 
 
 
 
 
 



 
Table 4 demonstrates statistically significant path coefficients (p < 0.01) for all direct effects between study variables. The significant t-value for the indirect path confirms that emotional intelligence affects emotional-behavioral problems through both direct and indirect (mediated by self-efficacy) pathways. The Variance Accounted For (VAF) analysis revealed that self-efficacy mediates 40.7% of the total effect of emotional intelligence on emotional-behavioral problems, indicating substantial partial mediation.

Discussion

This study investigated the relationship between emotional-behavioral problems and emotional intelligence, with particular emphasis on self-efficacy's mediating role. Our results demonstrate that emotional intelligence exerts both direct and indirect effects (through self-efficacy) on emotional-behavioral problems among students with learning disabilities. These findings partially align with previous research by Cumming et al. (2021) and Ab-Halim et al. (2019).
The observed mediation effect can be understood through the lens of emotional competence. Individuals with higher emotional intelligence demonstrate superior capacity for emotion understanding and regulation, facilitating environmental adaptation and social comprehension. Specifically, effective emotion regulation encompasses: (1) strategic engagement with or disengagement from emotional states, (2) continuous emotional monitoring and reflection, and (3) cognitive reappraisal of situational contexts. These regulatory processes share conceptual overlap with core self-efficacy attributes, particularly the capacity to manage unforeseen challenges and cultivate adaptive responses (Morton et al., 2014).
Students with learning disabilities frequently experience significant challenges in establishing and maintaining positive peer relationships, often demonstrating maladaptive behaviors in social contexts (Ab-Halim et al., 2019). This pattern commonly results in peer rejection, which subsequently undermines emotional intelligence competencies—particularly self-awareness, self-regulation, and social awareness. When combined with low self-efficacy, these students tend to: (1) perceive minor challenges as insurmountable obstacles, (2) interpret routine difficulties as threatening situations, (3) catastrophize problems, and (4) engage in excessive worry about improbable negative outcomes. Such cognitive distortions typically lead to heightened anxiety and impaired academic and social functioning (Bishara & Kaplan, 2022).

Conclusion

Based on the findings, it is recommended that caregivers, parents, and educators adopt targeted motivational strategies to strengthen self-efficacy in students with learning disabilities. Integrating such interventions into family education programs, teacher training workshops, and student skill-building sessions can enhance awareness of how parent-child and teacher-child interactions contribute to behavioral challenges. This holistic approach will empower stakeholders to implement more effective, coordinated efforts to reduce behavioral difficulties and promote adaptive functioning in this vulnerable population.