The present study aimed to identify the Appropriate Parental Practices and their relationship to the Emotions Regulation for Students with Learning Disabilities. The sample of the study was chosen in terms of schools and classes (fourth - fifth - sixth) for learning disabilities students enrolled in the sources rooms، and ordinary students of (301) students (96 people with learning difficulties - 205 ordinary) of private schools in the Amman city، which contains classes of learning disabilities. In order to achieve the objectives of the study، two measures were used، which were developed by the researchers. The first is the appropriate parental practices scale، the second is the emotions regulation scale، were applied to the current study sample (ordinary students - students with learning difficulties) in the second semester of the academic year (2017-2018)، after verifying their psychometric characteristics. The results of the study showed that the level of appropriate parental practices was high، while the level of emotions regulation was middle. The results also showed a statistically significant positive correlation between the emotional regulation and the areas of appropriate parental practiceThe present study aimed to identify the Appropriate Parental Practices and their relationship to the Emotions Regulation for Students with Learning Disabilities. The sample of the study was chosen in terms of schools and classes (fourth - fifth - sixth) for learning disabilities students enrolled in the sources rooms، and ordinary students of (301) students (96 people with learning difficulties - 205 ordinary) of private schools in the Amman city، which contains classes of learning disabilities. In order to achieve the objectives of the study، two measures were used، which were developed by the researchers. The first is the appropriate parental practices scale، the second is the emotions regulation scale، were applied to the current study sample (ordinary students - students with learning difficulties) in the second semester of the academic year (2017-2018)، after verifying their psychometric characteristics. The results of the study showed that the level of appropriate parental practices was high، while the level of emotions regulation was middle. The results also showed a statistically significant positive correlation between the emotional regulation and the areas of appropriate parental practice (joint parental practice، positive practices، and the total score of the scale)، while there was no relationship between emotions regulation and the corporal punishment field.
The study recommends that attention should be given to the preparation of guidance programs for families to caring for learning disabilities students emotionally، and the positive ways that lead to the emotional regulation and equilibrium. Conducting more researches and studies related to the study variables and their relation to other psychological and educational variables such as self-regulation، resistance to self-disability، and security and non-security attachment
