Iranian Rehabilitation Journal
مجله انگلیسی زبان توانبخشی
Iranian Rehabilitation Journal
Medical Sciences
http://irj.uswr.ac.ir
18
agent2
17353602
17353610
10.29252/nrip.irj
en
jalali
1395
3
1
gregorian
2016
6
1
14
2
online
1
fulltext
en
A Comparison of Emotion Regulation Strategies of Blind Students With Sighted Students
پژوهشي
Original Research Articles
<p style="text-align: justify;"><strong>Objectives:</strong> The purpose of the study was to compare the emotion regulation strategies of blind and sighted students. <br>
<strong>Methods:</strong> The research method used was descriptive and causal-comparative, and the statistical population included all the sighted and blind students at the University of Isfahan and the Islamic Azad University of Khorasgan. The sample volume was 64 members (32 members in each group). Sampling was conducted using the availability sampling method for the first group and the simple random sampling method for the second group. Data was gathered and measured with the help of the Emotion Regulation Scale by O.P. John and J.J. Gross, and analyzed using SPSS 21 and the ANOVA test.<br>
<strong>Results:</strong> The results indicated a significant difference between two groups with regard to applied emotion regulation strategies (P<0.05); Blind students applied both strategies (cognitive reappraisal and expressive suppression) less. The effect of gender, interaction between gender and vision status was also not significant with respect to emotion regulation (P>0.05). <br>
<strong>Discussion:</strong> Emotion regulation is a possible influential factor in many problems that blind people suffer from, more than sighted ones, and using interventions that target emotion regulation strategies would be useful.</p>
Blind students, Sighted students, Expressive suppression, Cognitive reappraisal
127
132
http://irj.uswr.ac.ir/browse.php?a_code=A-10-1-121&slc_lang=en&sid=1
Samaneh
Salimi
salimiacademicbox@edu.ui.ac.ir
1800319475328460011955
1800319475328460011955
Yes
Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
Esmaeil
Mohammadi
1800319475328460011956
1800319475328460011956
No
Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.
Ahmad
Sadeghi
1800319475328460011957
1800319475328460011957
No
Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.