رابطه راهبردهای تنظیم هیجان و هوش هیجانی با هراس اجتماعی در دانش آموزان آسیب‌دیده بینایی و آسیب‌دیده شنوایی

Background: The purpose of this study is to determine the relationship between social phobia and both emotional regulation strategies and emotional intelligence among blind and deaf students. Method: The method of the study was descriptive-correlations. Population of study includes all students with visual impairment and hearing impairment. Among all, 24 blind students and 56 deaf students were selected according to the census as sample of study. Following questionnaires were used social phobia, emotional intelligence and also short-form questionnaires for cognitive regulation. Person correlation coefficient was used to investigate the relationship between emotional intelligence, cognitive regulation, and social phobia. Results: The findings show that there is a negative meaningful relationship between the characteristics of emotional intelligence and cognitive regulation strategies, and the amount of social phobia. Also, step by step regression coefficient indicates that the strongest predictors were low-scale rumination for physiological inconvenience factor. Pearson correlation coefficient shows that there is a positive relationship between social phobia and self reproach, rumination, and catastrophic. While, there was a negative relationship between social phobia and acceptance strategies, positive refocusing, planning refocusing, and positive reappraisal. Conclusion: It can be concluded that emotional regulation strategies and emotional intelligence are cognitive phenomena that are influential in formation of social phobia disorder and lead to chronic symptoms of the disorder.