Volume 5, Issue 189 (12-2025)
J Except Educ 1404, __(189): 89-89 |
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Rezaei M, Golamzadeh M, Talebzade Shoshtari L. Comparison of facial emotion recognition in students with
dyscalculia and normal students. J Except Educ 2025; 5 (189) : 4
URL: http://exceptionaleducation.ir/article-1-2813-en.html
URL: http://exceptionaleducation.ir/article-1-2813-en.html
1- University of Birjand , Mehdi.rezaei15@birjand.ac.ir
2- University of Birjand
2- University of Birjand
Abstract: (4 Views)
Abstract
Background and purpose: Deficits in facial emotion recognition are important components of dysfunctional
social cognition that seem to be related to dyscalculia. The present study aimed to assess and compare facial
emotion recognition between dyscalculia and normal students.
Method: In the current study, a causal-comparative design was used. The statistical population of this
research included all male and female students of the second to sixth grade of primary school in Birjand city
in the academic year 2023-2024. From this population, 60 students (30 students with dyscalculia and 30
normal students) were selected through Judgmental sampling. To collect data, Stanford-Binet intelligence
scales- fifth edition, Diagnostic questionnaire for specific learning disorders, and facial emotion recognition
test were used. Data were analyzed by multivariate analysis of variance.
Results: In terms of total scores, the dyscalculia group was significantly worse in facial recognition of four
emotions (anger, sadness, disgust, and surprise) (p < 0.05). In terms of intensity emotions, the dyscalculia
group also demonstrated significant impairment in facial recognition of low and medial-intensity emotions
in all specific basic emotions (p < 0.01), while there were no significant group differences in performance on
recognition of high-intensity, fear, and happiness emotions (p > 0.05).
Discussion and conclusion: According to the findings, students with dyscalculia have difficulty in
recognizing low and medial-intensity emotions may result in worse social and academic performance.
Therefore, it is necessary to consider the interventions and training to improve the emotional process of these
students.
Background and purpose: Deficits in facial emotion recognition are important components of dysfunctional
social cognition that seem to be related to dyscalculia. The present study aimed to assess and compare facial
emotion recognition between dyscalculia and normal students.
Method: In the current study, a causal-comparative design was used. The statistical population of this
research included all male and female students of the second to sixth grade of primary school in Birjand city
in the academic year 2023-2024. From this population, 60 students (30 students with dyscalculia and 30
normal students) were selected through Judgmental sampling. To collect data, Stanford-Binet intelligence
scales- fifth edition, Diagnostic questionnaire for specific learning disorders, and facial emotion recognition
test were used. Data were analyzed by multivariate analysis of variance.
Results: In terms of total scores, the dyscalculia group was significantly worse in facial recognition of four
emotions (anger, sadness, disgust, and surprise) (p < 0.05). In terms of intensity emotions, the dyscalculia
group also demonstrated significant impairment in facial recognition of low and medial-intensity emotions
in all specific basic emotions (p < 0.01), while there were no significant group differences in performance on
recognition of high-intensity, fear, and happiness emotions (p > 0.05).
Discussion and conclusion: According to the findings, students with dyscalculia have difficulty in
recognizing low and medial-intensity emotions may result in worse social and academic performance.
Therefore, it is necessary to consider the interventions and training to improve the emotional process of these
students.
Article number: 4
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2024/Oct/Fri | Revised: 2026/Jan/Sun | Accepted: 2025/Feb/Sun | Published: 2026/Jan/Sun | ePublished: 2026/Jan/Sun
Received: 2024/Oct/Fri | Revised: 2026/Jan/Sun | Accepted: 2025/Feb/Sun | Published: 2026/Jan/Sun | ePublished: 2026/Jan/Sun
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