Effectiveness of emotion regulation training in improving self perception and assertiveness of students with learning disabilities

The research aim was to investigate effectiveness of emotion regulation training in improving self perception and assertiveness of students with learning disabilities. Research method was quasi-experimental with pretest, posttest, and control group. Statistical population consisted students with learning disabilities who had been referred by the schools to the center for learning disabilities of Ahvaz in 2019 school year. Of among them 30 children were selected by available sampling method and assigned in the experimental (n=15) and control (n=15) groups. To collect the data, Self percepption Profile for Children (Harter, 1988) and Assertiveness Scales (Thompson & Berenbaumm, 2011) were used. For experimental group, emotion regulation training was executed at 8 weekly sessions in 90 minutes whereas control group did not receive any training. The results of univariate and multivariate covariance analysis showed that by controlling the effect of the pretest between the scores of the posttest for the experimental and the control group, there was a significant difference between the variables of self perception and assertiveness (P= 0.001). Such emotion regulation training can be used as an effective intervention method to improve self perception and assertiveness of students with learning disabilities.