Page No 89-97
Urmi Chakraborty and Himangini Rathore Hooja
IIS (Deemed to be) University, Jaipur
Specific learning disabilities (SLD) frequently accompanied with difficulties in regulating
emotions and behaviors. Emotion regulation is crucial for healthy psychological
development. It is important to emphasize the significance of understanding how emotion
regulation is impacted in this population. There is limited research specifically addressing
the nuances of emotion regulation in this context. The study aimed to examine the
relationship between behavior problems and emotion regulation in adolescents with
Specific Learning Disability (SLD). 100 adolescents aged 11 to 16 years who were
diagnosed with SLD according to ICD-10 criteria was part of the study. The Sociodemographic
Information Sheet, Strengths and Difficulties Questionnaire – Self Report
(SDQ-SR), and Emotion Regulation Questionnaire (ERQ-CA) for Children and
Adolescents were administered to the adolescents. Significant positive relationship
was found between expressive suppression and overall behavior problems, including
both externalizing (RS = .34, p < .01) and internalizing problems (RS = .51, p < .01).
Increased expressive suppression was linked to higher conduct problems (RS = .27, p
< .01), hyperactivity (RS = .31, p < .01), emotional problems (RS = .49, p < .01), and
peer problems (RS = .28, p < .01). Prosocial behavior showed a significant negative
relationship only with conduct problems (RS = -.23, p < .05), while cognitive reappraisal
was not significantly related to any behavior problems. The findings highlight the
importance of promoting more adaptive strategies, like cognitive reappraisal, to improve
social competence and mental well-being in this population