The Impact of Utilizing Social and Emotional Strategies on Improving Self-Regulation Among Students with Learning Disabilities

Abstract

This study explored the levels of social and emotional skills among students with learning difficulties. The study also detected the impact of utilizing social and emotional strategies on improving self-regulation among students with learning disabilities. The study used the descriptive approach to measure the social and emotional skills of students with learning difficulties and compare them to the social and emotional skills of normal students in light of several variables. The sample included 440 female and male students. The instrument of the study was a questionnaire divided into four dimensions. The results of the study showed that the average scores of students with learning difficulties on the social and emotional skills scale were below the theoretical average in all areas of the instrument. The findings revealed significant differences between the average statistical level of male scores and the average female scores for students with learning difficulties in all areas of social and emotional skills and on the scale as a whole, in favour of females. The findings also indicated that there are statistically significant differences at the level of (0.05) scores of social and emotional skills in the field of relationships with others between the average of the second, third, and fourth-grade students, in favour of the fourth-grade students. The results revealed differences between the average scores in social and emotional skills among students with learning difficulties according to the learning difficulty variable.