The study aimed to identifying the level of Self-Stigma among physically handicappedand its relationship with Cognitive Distortions and Emotional Regulation Difficult. Also, detective the predictability of Self-Stigma to Cognitive Distortions and Emotional Regulation Difficult. The sample of the study consisted of (78) physically handicapped, The tools of the study that were applied on the sample were: Self-Stigma Scale (prepared by the researcher), Cognitive Distortions Scale (prepared by the researcher), Difficulties in Emotion Regulation Scale (translated by Abady, sofyan, Amen, 2019). The results found that: - The study resulted in a high level Self-Stigma. - positive andStatistically significant correlation relationships were found between Self-Stigma and Cognitive Distortions, Emotional Regulation Difficult among physically handicapped and at 0.01 level. - Self-Stigma explained (68.0٪) of the variance in Cognitive Distortions and (52.7٪) of the variance in Emotional Regulation Difficult. - The Perceived social rejection dimension is more predictive of Cognitive Distortions, Emotional Regulation Difficult in physically handicapped.
Abdul-Malik Ahmed, A. (2020). Self-Stigma as a Predictor of Cognitive Distortions and Emotional Regulation Difficult Among physically Handicapped. المجلة التربوية لکلية التربية بسوهاج, 72(72), 125-191. doi: 10.21608/edusohag.2020.71969
MLA
Ahmed Abdul-Malik Ahmed. "Self-Stigma as a Predictor of Cognitive Distortions and Emotional Regulation Difficult Among physically Handicapped". المجلة التربوية لکلية التربية بسوهاج, 72, 72, 2020, 125-191. doi: 10.21608/edusohag.2020.71969
HARVARD
Abdul-Malik Ahmed, A. (2020). 'Self-Stigma as a Predictor of Cognitive Distortions and Emotional Regulation Difficult Among physically Handicapped', المجلة التربوية لکلية التربية بسوهاج, 72(72), pp. 125-191. doi: 10.21608/edusohag.2020.71969
VANCOUVER
Abdul-Malik Ahmed, A. Self-Stigma as a Predictor of Cognitive Distortions and Emotional Regulation Difficult Among physically Handicapped. المجلة التربوية لکلية التربية بسوهاج, 2020; 72(72): 125-191. doi: 10.21608/edusohag.2020.71969