Mohammad-Aminzadeh D, Abasi A, Asmari-Bardezard Y, Kazemian S, Younesi S J. Comparing Emotion Regulation Strategies and Adjustment Between Students With Physical Disability and Healthy Students. PCP 2019; 7 (4) :245-253
URL:
http://jpcp.uswr.ac.ir/article-1-652-en.html
1- Department of Counseling, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran.
2- Department of Clinical Psychology, the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Department of Counseling, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract: (3513 Views)
Objective: Disability deprives individuals from participation in the overall process of personal and social life and its independent activities. Moreover, it causes imbalance due to damage and disrupts the healthy development and coordination of the body. Therefore, this study compared emotion regulation strategies and adjustment in students with physical disabilities and healthy students.
Methods: This was a causal-comparative study. The study population included all students with physical-motor disabilities and healthy students. The study sample included 200 students (100 with physical disabilities and 100 healthy subjects). They were selected by cluster sampling method. To collect the required data, the Emotion Regulation Questionnaire (ERQ) and the Adjustment Inventory for School Students (AISS) were applied.
Results: The obtained results revealed that students with physical disability significantly differed in measures of emotion regulation (repression and re-evaluation), compared to the healthy ones (P<0.05). In addition, students with a physical disability in two subscales, including social and emotional adjustment, indicated significant differences compared to the healthy samples. However, there was no significant difference between the two study groups in terms of educational adjustment (P<0.05).
Conclusion: There were significant differences between students with a physical disability and healthy student in emotion regulation strategies and social adjustment.
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● Students with physical disability were significantly different in using emotion regulation strategies of repression and re-evaluation.
● Students with physical disability had significantly different social and emotional adjustments compared to the healthy samples.
● There was no significant difference between students with and without physical disability in terms of educational adjustment.
Plain Language Summary
Disability deprives individuals from participation in personal and social activities. Moreover, it causes impaired balance due to damaging and disruption of development and coordination processes in the human body. This study compared emotion regulation strategies and adjustment between students with and without physical disabilities. The obtained results revealed that students with physical disability were significantly different in using emotion regulation strategies of repression and re-evaluation compared to the healthy ones. In addition, students with a physical disability indicated significant differences in social and emotional adjustments compared to the healthy samples. However, there was no significant difference between the two study groups in terms of educational adjustment.
Type of Study:
Research |
Subject:
Rehabilitation Received: 2019/01/10 | Accepted: 2019/07/7 | Published: 2019/10/1