Document Type : Research Paper
Authors
1 Department of Psychology, Faculty of Humanities and social sciences, University of Kurdistan, Sanandaj, Iran
2 Department of Psychology, University of Kurdistan, Sanandaj, Iran
3 Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran
Abstract
Learning disabilities include difficulties in reading, writing, listening, solving mathematical problems, and understanding or using spoken language, leading to challenges in academic issues and cognitive performance. The present study aimed to determine the relationship between emotional intelligence and behavioral-emotional problems in students with learning disabilities, with self-efficacy serving as a mediating role. This study was applied in terms of purpose and descriptive correlational in terms of data collection method. The statistical population of this research consisted of all students with learning disabilities in learning disorder centers in Kermanshah city during the academic year 2023-2024. A total of 282 individuals were selected through purposive sampling. To collect data, the Rutter Emotional Behavioral Problems Questionnaire (1975), the Bar-On Emotional Intelligence Questionnaire (2005), and the Sherer and Maddux Self-Efficacy Scale (1982) were used. All analyses were conducted using SPSS27 software and Lisrel 8.8 software. The findings indicated that emotional intelligence and self-efficacy have a significant negative effect on the behavioral-emotional problems of students with learning disabilities. Additionally, self-efficacy was able to mediate the relationships between the research variables; therefore, emotional intelligence not only has a direct effect but also indirectly influences behavioral-emotional problems through self-efficacy (P < 0.01). Based on the findings of this research, it is recommended that counseling centers and psychological clinics provide necessary training to parents and teachers regarding emotion regulation and control as well as self-efficacy related to emotional intelligence to establish constructive interactions with others for children with learning disabilities.
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