Examining emotional intelligence levels among students with learning disabilities: Insights and implications

Abstract

The present study aimed to examine the levels of emotional intelligence among students with learning disabilities and to determine the impact of gender and grade level on their emotional intelligence levels. The study adopted a descriptive methodology to analyze emotional intelligence levels among students and to extract relevant findings. The study population consisted of 395 students, while the sample included 151 male and female students from the fifth and sixth grades in public schools in the Northern Jordan Valley region of Jordan. A scale was developed to assess the levels of emotional intelligence among students with learning disabilities, and its validity and reliability were confirmed. The results indicated low levels of emotional intelligence among students with learning disabilities across all domains (self-awareness, emotional regulation, empathy, and social skills). Additionally, the findings showed no statistically significant differences in emotional intelligence levels among students with learning disabilities based on gender across all domains. Similarly, no statistically significant differences were found based on grade level across all domains. The study recommends implementing training and awareness programs on emotional intelligence for teachers during their university education and after their employment in schools providing educational and pedagogical services for students with learning disabilities.