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Comparing Emotion Regulation Strategies, Cognitive Avoidance and Emotional Self-Regulation in Students with and without Visual Impairment
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Hussein Akbarifar *   1, Ali Zaremoghadm , Jafar Eydan , Maryam Ghorbani , Hafez Padervand |
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Abstract: (1594 Views) |
Objective: The aim of this study was comparing the emotion regulation strategies, cognitive and emotional self-regulation in children with and without visual impairment. Method: This research is a survey study of casual-comparative type. The population of this study included all blind students, i.e. 30 students, as well as all sighted students who were studying in the secondary school of Ahvaz in the academic year of 2014-2015. Among the statistical population, due to the low volume of the blind students, 30 students were selected based on census sampling method and 30 sighted students were selected based on cluster sampling method from first and third district of Ahvaz. In order to collect the research data, Emotion Regulation Questionnaire (Gornfsky), the scale of cognitive avoidance (Sextnodogas) and the scale of emotional self-regulation (Mars) were used. The obtained data was analyzed through multivariate analysis of variance (MANOVA). Results: The results of the analysis of the study hypotheses showed that the blind students do have a significant difference from their sighted counterparts in terms of emotion regulation strategies, cognitive avoidance, and emotional self-regulation, i.e. they were at lower levels in the mentioned variables comparing normal students p≤0/05. Conclusion: According to the obtained results of this research, it is suggested that schools with blind students should, alongside the identification and characterization of emotional capabilities in blind students, provide them with training to improve their cognitive abilities and regulate their emotions in various environments.
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| Keywords: Emotion regulation strategies, Cognitive avoidance, Blind and sighted students |
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Full-Text [PDF 212 kb]
(717 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2019/09/28 | Accepted: 2021/11/20 | Published: 2021/11/20
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