ما وراء الانفعال لدى معلمي ذوي الإعاقة الفكرية و علاقته بالمشكلات السلوكية لدى طلابهم

Abstract EN

This study aimed to identify patterns of meta-emotion for the teachers of the Intellectual disability students, and the relationship meta emotion of teachers and behavioral problems among their students with Intellectual disability (aggressive behavior, stereotyped behavior , Disruptive Behavior), and differences in meta emotion of teachers and behavioral problems among their students, according to the variables of years of experience, and training.

The sample: (22) a teacher from the teachers of institutes and mentally education programs in Taif.

The tools of the study included: Meta-Emotion scale, and teacher Rating scale for the behavioral problems of students with the Intellectual disability, both prepared by the researcher.

The results indicated the following: Patterns of common Meta emotion among teachers of the students with Intellectual disability are the emotion-dismissing pattern, followed by an emotion-noninvolvement pattern, then the pattern of emotion- coaching and finally emotion-dysfunction pattern.

There is a significant correlation between the meta emotion for teachers and behavioral problems (aggressive behavior, stereotyped behavior, Disruptive Behavior) in their students- There are significant differences between the teachers of students with Intellectual disability the most experienced/most training and less experienced/ less training in the meta emotion and behavior problems (aggressive behavior, stereotyped behavior, Disruptive Behavior) in their students for the most experienced and training teachers-