COMPARISON OF ASSERTIVENESS SKILLS AND ANXIETY BETWEEN STUDENTS WITH LEARNING DISABILITY AND TYPICAL PEERS IN ELEMENTARY SCHOOLS OF TEHRAN

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MIRZAKHANI NAVID; KANGARANI FARAHANI MELIKA; REZAEE MEHDI; AKBARZADEH BAGHBAN ALIREZA; SADEGHI ESMAEIL

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Journal: SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE Year:2016 | Volume:5 | Issue:2 Page(s): 209-217

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Title

COMPARISON OF ASSERTIVENESS SKILLS AND ANXIETY BETWEEN STUDENTS WITH LEARNING DISABILITY AND TYPICAL PEERS IN ELEMENTARY SCHOOLS OF TEHRAN

Author(s)

Keywords

LEARNING DISABILITYQ1

ASSERTIVENESS SKILLSQ1

ANXIETYQ2

Abstract

Background and Aim: According to the prevalence of LEARNING DISABILITY and its effects on the educational achievement and self-esteem of elementary school’s students, in the present study we made an attempt to compare ASSERTIVENESS SKILLS and ANXIETY between students with learning disabilities and typical peers in elementary schools of Tehran.Materials and Methods: In the present cross-sectional study, 80 elementary school students in Tehran, aged between 8-12 years, were selected following convenience sampling from public schools and the centers of LEARNING DISABILITY. Gambrill and Richie (GR) Assertiveness Inventory and Spence Children’s ANXIETY Scale (SCAS) child and parent form were used for data collection.Results: The population of the study was 80 students composed of 40 students with LEARNING DISABILITY and 40 typical peers. After data collection and data analysis, the mean of the score of assertiveness scale in the students with LEARNING DISABILITY was calculated to be 51.92, while it was 94.87 in the typical peers. Moreover, the means of the score of SCAS in child and parent version of students with LEARNING DISABILITY were 46.60 and 36.57, while in typical peers they were 18.67 and 17.12, respectively (P-value<0.001).Conclusion: Students with LEARNING DISABILITY showed lesser ASSERTIVENESS SKILLS compared with that in typical peers. Also, these students have more ANXIETY than typical peers. Moreover, there is an inverse relationship between assertiveness and ANXIETY in the students with LEARNING DISABILITY.

Cites

Designing the Comprehensive Diagnostic Test of Dyslexia (CDTD) and Investigating its Validity and Reliability for Primary School Students of Isfahan in 2015-2016

References

THE EFFECTS OF COGNITIVE BEHAVIOR GROUP THERAPY ON BINGE EATING DISORDER AND IN WOMEN OF AHVAZ OVEREATING ANONYMOUS

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APA: Copy

MIRZAKHANI, NAVID, KANGARANI FARAHANI, MELIKA, REZAEE, MEHDI, AKBARZADEH BAGHBAN, ALIREZA, & SADEGHI, ESMAEIL. (2016). COMPARISON OF ASSERTIVENESS SKILLS AND ANXIETY BETWEEN STUDENTS WITH LEARNING DISABILITY AND TYPICAL PEERS IN ELEMENTARY SCHOOLS OF TEHRAN. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, 5(2), 209-217. SID. https://sid.ir/paper/239657/en

Vancouver: Copy

MIRZAKHANI NAVID, KANGARANI FARAHANI MELIKA, REZAEE MEHDI, AKBARZADEH BAGHBAN ALIREZA, SADEGHI ESMAEIL. COMPARISON OF ASSERTIVENESS SKILLS AND ANXIETY BETWEEN STUDENTS WITH LEARNING DISABILITY AND TYPICAL PEERS IN ELEMENTARY SCHOOLS OF TEHRAN. SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE[Internet]. 2016;5(2):209-217. Available from: https://sid.ir/paper/239657/en

IEEE: Copy

NAVID MIRZAKHANI, MELIKA KANGARANI FARAHANI, MEHDI REZAEE, ALIREZA AKBARZADEH BAGHBAN, and ESMAEIL SADEGHI, “COMPARISON OF ASSERTIVENESS SKILLS AND ANXIETY BETWEEN STUDENTS WITH LEARNING DISABILITY AND TYPICAL PEERS IN ELEMENTARY SCHOOLS OF TEHRAN,” SCIENTIFIC JOURNAL OF REHABILITATION MEDICINE, vol. 5, no. 2, pp. 209–217, 2016, [Online]. Available: https://sid.ir/paper/239657/en

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