مستوى الاتزان الانفعالي لدى الطلبة ذوي صعوبات التعلم وعلاقته بتقبل الذات لديهم
This study aims to identify the level of emotional balance of students with LD and its relationship to self-acceptance. In order to achieve the objectives of the study, a descriptive correlational approach was used. The sample of the study consisted of (125) male and female students with LD, who were selected in a convenient way from third and fourth grades from AlKasbah schools in Karak governorate, Jordan. Two measures of the levels of emotional balance and self-acceptance were developed, and their validity and reliability were verified. The study finds that the level of emotional balance and self-acceptance of students with LD came at an average level. The results show that there were no statistically significant differences at the level (α≤0.05) in the level of emotional balance among students with LD due to gender. They reveal a statistically significant difference at the level of (α≤0.05) in the level of self-acceptance of students with LD due to gender in favor of females. Moreover, there is a correlation between the level of emotional balance and self-acceptance of students with LD. The study recommends working on training teachers in coping skills in order to help students with LD disabilities have emotional balance and self-acceptance. (Published abstract)