استراتيجيات التنظيم الانفعالي لدى أولياء التلاميذ في وضعية إعاقة المدمجين في المدارس العادية

Abstract

Abstract The current study aimed to identify the differences in the emotional regulation strategies used by parents of students in a situation of disability who are integrated into regular schools in some elementary schools in El Oued State. In order to achieve the objective of the study, the sample was chosen by means of a non-random intentional sampling technique, where the sample members was 144 parents of students with a disability. The exploratory descriptive approach was used and the questionnaire "Emotional regulation strategies" was applied after extracting its validity and reliability indications. This is to make sure that it is compatible with our environment, and it has had appropriate indications of sincerity and stability. The results indicated that there are no statistically significant differences between males and females in the emotional regulation used strategies, all of the strategies represented in: rumination, social support for emotional reasons, emotional venting, distraction, re-evaluation, suppression, positive refocusing, catastrophic, acceptance, That there is no difference in its use between male and female parents of students with disabilities who are integrated into regular schools. The results also indicated that there were no statistically significant differences due to the social status variable for all strategies, which are: rumination, social support for emotional reasons, emotional venting, distraction, suppression, positive refocusing, catastrophic, acceptance, except for the re-evaluation strategy, which is a function. Statistically at the significance level of 0.05, then there is no difference in the application of emotional regulation strategies for parents of students in a situation of disability who are integrated into regular schools. Also, there were no statistically significant differences due to the educational level variable for all strategies. Finally, and according to the general hypothesis, we found that it was not fulfilled because the partial hypotheses were not fulfilled, so we say that there is no difference in the use of emotional regulation strategies for parents of students in a situation of disability according to several variables.