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Anger, perceived control and school behavior among students with learning problems.

D C Smith1, H S Adelman, P Nelson

  • 1University of California, Los Angeles.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|July 1, 1988
PubMed
Summary
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Students with more severe learning problems experience greater anger during school conflicts. Perceived control significantly impacts anger, suggesting targeted interventions for students facing learning challenges.

Area of Science:

  • Educational Psychology
  • Child Psychology
  • Special Education

Background:

  • Students with learning problems often face academic and social challenges.
  • Understanding emotional responses, like anger, is crucial for supporting these students.
  • Perceived control and misbehavior are potential factors influencing emotional regulation.

Purpose of the Study:

  • To investigate the relationship between the severity of learning problems and anger in school conflicts.
  • To examine the role of perceived control and misbehavior in this relationship.
  • To identify key factors influencing students' anger in response to learning challenges.

Main Methods:

  • Correlational analysis was used to examine relationships between variables.
  • Stepwise regression analysis identified the most significant predictors of anger.

Related Experiment Videos

  • Data were collected from students experiencing learning problems.

    • Main Results:

    • A positive correlation was found between learning problem severity and anger.
    • Anger was negatively correlated with perceived control at school.
    • Perceived control emerged as the strongest predictor of anger variance.
    • No significant relationship was found between the variables and misbehavior.

    Conclusions:

    • The severity of learning problems directly influences students' anger levels during conflicts.
    • Enhancing students' perceived control is a key strategy for mitigating anger.
    • Interventions should focus on addressing learning challenges and bolstering perceived control to improve emotional regulation.