Comparing Emotion Regulation Strategies and Adjustment Between Students With Physical Disability and Healthy Students

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 ۲۰۰ students (۱۰۰ with physical disabilities and ۱۰۰ 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<۰.۰۵). 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<۰.۰۵). Conclusion: There were significant differences between students with a physical disability and healthy student in emotion regulation strategies and social adjustment.

کلیدواژه ها:

Emotion regulation strategies ، Adjustment ، Students with a physical disability ، Normal students