Document Type : Original Article
Authors
1 M.A in Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
2 Associate Professor, Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3 Assistant Professor, Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Abstract
The purpose of this study was to evaluate the effect of a positive parenting program on parenting style and cognitive regulation of emotion of mothers having a child with learning disabilities. The present study was a quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all students with learning disabilities in Rasht city in the academic year 2020-2021, among them 30 students were selected by convenient sampling method and randomly divided into the experimental and control groups. Data were collected using the Colorado Learning Disabilities Questionnaire (CLDQ; Hajloo & Rezaie Sharif 2012), Learning Disabilities Questionnaire, Cognitive Emotion Regulation Questionnaire(CERQ; Besharat 2016) and Arjmandnia Parenting Questionnaire (Arjmandnia, Safaee & Maleki 2017). The positive parenting program was administered to the experimental group during 8 sessions for 1 month. Statistical analysis of covariance was used for data analysis.The results of covariance analysis showed that positive parenting program improved the self-efficacy of mothers having a child with learning disabilities and emotional expressing of their children in the experimental group (P <0.001).Based on the results of the present study, it can be concluded that positive parenting program improves educational styles of mothers of children with learning disabilities and cognitive regulation of their emotions through effective communication between parents and children.
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