Examining the impact of teaching social problem solving on the self-esteem of students with learning disorders

This research was done to examine the impact of teaching social problem solving on students’ selfesteem,who are suffering from learning disorders. The survey was an experimental researchconsisting of pretest and posttest phases with experimental and control groups. Its statisticalpopulation included all students aged 12-16 from Bandar Abass 1st school district who werediagnosed with learning disorders (35 students). A sample of 32 students was randomly selectedfrom this population using Kukran formula in two groups of 16 (one as experimental group and theother as control group). A standard questionnaire was used to collect data about solving socialissues and self-esteem. The statistical methods of co-variance analysis were used to analyze data,with the obtained results showing: teaching how to solve a social issue affects self-esteem and itscomponents (general self-esteem, family self-esteem, social self-esteem, job/educational selfesteem)for students with learning disorders.