Learning Disabilities and Emotional Intelligence

Zysberg, Leehu; Kasler, Jon

doi:10.1080/00223980.2017.1314929

Cited by 10 publications

(12 citation statements)

References 47 publications

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“…Regarding the published literature on self-concept and its possible association with EI in primary school students [46] and in secondary school students [47,48], there are several studies examining the significant differences in EI abilities related to self-concept. Nevertheless, there are very few studies on university students with disabilities [49]. The study of EI in these people can be important when it comes to promoting, in them, adequate control and management of their emotional state.…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Martínez

Quiles

Marín

2019

IJERPH

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Background: This study compares the self-concept of students that have motor disabilities with that of students in the normative group. It also considers whether there are EI (emotional intelligence) profiles based on combinations of EI components (attention, clarity, and mood repair). Finally, it analyzes whether there are statistically significant differences in self-concept based on the EI profiles found. Method: 102 university students with motor disabilities participated. The age range was 19–33 (M = 20.22, SD = 4.36). The Escala de Autoconcepto Forma 5 (Self-Concept Scale Form 5, AF5) and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Results: The scores for self-concept were lower in the sample of students with reduced mobility. The cluster analysis also identified three different EI profiles: one group of young people with high general EI scores, one group with high scores for clarity and mood repair, and a last group of students with low EI scores. Finally, the ANOVA showed better self-concept in the group with high scores in the three EI dimensions. The results suggest that better self-concept is associated with a high EI profile. Conclusions: It would be interesting to provide programs that consider EI in more depth to strengthen these students’ self-concept.

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Section: Introductionmentioning

confidence: 99%

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Martínez

Quiles

Marín

2019

IJERPH

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“…To date, only Zysberg and Kassler[ 27 ] have measured the EI abilities in individuals with SpLD. They have reported that adult SpLD college students (mean age 25.77 yrs., SD 3.11) have similar overall EI abilities as their regular peers.…”

Section: Discussionmentioning

confidence: 99%

Do school students with specific learning disabilities have lower emotional intelligence abilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

Karande¹,

S²,

Nj³

et al. 2022

Journal of Postgraduate Medicine

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Background and Objectives: School students with specific learning disabilities (SpLDs) endure academic difficulties, anxiety, and social maladaptation. The primary objective of the present study was to evaluate the emotional intelligence (EI) abilities of these afflicted students. Its secondary objective was to analyze the impact of socio-demographic variables on their EI abilities. Settings and Design: Cross-sectional single-arm questionnaire-based study was conducted in the Learning Disability clinic in a public medical college in Mumbai. Subjects and Methods: SpLD students studying in class standards VII–IX were recruited by non-probability sampling. Their EI (overall, subscales, and settings) scores were measured using the Four EsScale of Emotional Intelligence-Adolescents (FESEI-A) questionnaire; and compared with Indian norm scores by utilizing the Mann - Whitney U test. To evaluate the unadjusted impact that each of the “variables” had on the FESEI-A scores, linear regression or the Mann-Whitney U test, or the Kruskal-Wallis test, was utilized as applicable. Results: SpLD students had similar “overall” EI abilities as their regular peers. Their EI scores in school setting were significantly lower ( P = 0.001), but significantly higher in social setting ( P = 0.005). At univariate level, presence of co-occurring attention-deficit/hyperactivity disorder was significantly associated with a lower “school setting” score ( P = 0.040). Higher socioeconomic status was significantly associated with a higher “overall” score and “family setting” score ( P = 0.023 and P = 0.041, respectively). Conclusions: There is an urgent need to evaluate the EI abilities of SpLD students to identify deficits so that optimum rehabilitation can be facilitated.

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“…Data kualitatif hasil wawancara individual dengan keenam partisipan dan pengasuh utama mereka dianalisis secara tematik. Analisis tematik kualitatif merupakan metode identifikasi, analisis, dan pelaporan pola atau tema dalam data (Braun & Clarke, 2006 Identifikasi emosi yang lebih lamban dan kurang efektif merupakan kecenderungan yang ditemukan pada anak-anak dengan kesulitan belajar spesifik (Elias dalam Zysberg & Kasler, 2017). Meskipun demikian, orang tua juga berkontribusi dalam pendidikan emosi anak (emotion coaching; Gottman, Katz, & Hooven, 1996).…”

Section: Desain Penelitianunclassified

Faktor Yang Memengaruhi Ekspresi Emosi Anak Dengan Indikasi Disleksia Yang Menjalani Terapi Seni Ekspresif

2020

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Limited reading and writing abilities in children with dyslexia make it difficult for them to succeed academically when given a typical learning method. In addition to difficulties in the academic field, children with dyslexia also experience difficulties in their psychosocial functioning. Emotional problems become "secondary handicaps" which often occur in children with dyslexia and will cause psychological disorders if not treated early. Children who show indications of dyslexia need to be given appropriate emotional guidance to obtain the emotional competence needed to enable them to express emotions in a healthy manner. Interventions in the form of expressive art therapy were given to six participants; children aged 8 to 9 years who were diagnosed with dyslexia. Each participant has received six art therapy sessions and completed the Emotion Expression Scale for Children (EESC) measuring instrument as the pretest and posttest. The purpose of this study is to explore factors that influenced the effectiveness of expressive art therapy results on emotional expression in children with dyslexia. This paper will focus on analyzing the interview results from six participants and their main caregiver. Data collection was carried out qualitatively through individual interviews. The results of the qualitative thematic analysis showed that increasing EESC scores on participants can be explained by two main factors. First, emotion coaching received from the environment. Second, the social judgement perceived by the participants. Differences in comorbidities, cultures, and conditions of participants during interventions might influence the results of this study. Keterbatasan kemampuan membaca dan menulis pada anak dengan disleksia membuat mereka sulit untuk berhasil secara akademis ketika diberikan metode belajar yang tipikal. Selain kesulitan di bidang akademik, anak-anak dengan disleksia juga mengalami kesulitan dalam fungsi psikososial mereka. Permasalahan emosional menjadi “secondary handicap” yang seringkali muncul pada anak dengan disleksia dan akan menyebabkan gangguan psikologis jika tidak ditangani sejak dini. Anak disleksia perlu diberikan bimbingan emosional yang tepat untuk memperoleh kompetensi emosional yang diperlukan agar mereka mampu mengekspresikan emosi dengan cara yang sehat. Dalam riset ini, intervensi berupa terapi seni ekspresif telah diberikan terhadap enam partisipan, yaitu anak berusia 8 hingga 9 tahun yang terdiagnosis disleksia. Setiap partisipan telah melakukan enam sesi terapi seni dan menyelesaikan alat ukur Emotion Expression Scale for Children (EESC) sebagai pretest, juga posttest. Tujuan dari penelitian ini adalah untuk mengeksplorasi faktor yang memengaruhi efektivitas terapi seni ekspresif terhadap ekspresi emosi pada anak dengan disleksia. Penelitian ini akan berfokus menganalisis hasil wawancara dengan keenam partisipan dan pengasuh utama mereka. Pengambilan data dilakukan secara kualitatif melalui metode wawancara individual. Hasil analisis tematik kualitatif menunjukkan bahwa peningkatan skor EESC pada partisipan dapat dipengaruhi oleh dua faktor utama. Pertama, pengajaran emosi yang diterima dari lingkungan. Kedua, penilaian lingkungan sosial yang dipersepsikan oleh partisipan. Perbedaan dalam komorbiditas, budaya, dan kondisi partisipan selama intervensi juga dapat menjadi faktor yang memengaruhi hasil penelitian ini.

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Learning Disabilities and Emotional Intelligence

Cited by 10 publications

References 47 publications

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Emotional Intelligence Profiles of University Students with Motor Disabilities: Differential Analysis of Self-Concept Dimensions

Do school students with specific learning disabilities have lower emotional intelligence abilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

Faktor Yang Memengaruhi Ekspresi Emosi Anak Dengan Indikasi Disleksia Yang Menjalani Terapi Seni Ekspresif

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