الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction of the Study:
The external, non-social behavioral problems are among the problems that have attracted the attention of researchers because of their negative effects on the individual and society. These problems are common among students with and without learning disabilities. Some researchers attribute these problems to low emotional intelligence, while others attribute them to the wrong learning methods within the environment
Therefore, the interest of the current study was to identify emotional intelligence and its relationship to some behavioral problems among those with learning difficulties in arithmetic and ordinary people.
The problem of the study:
1- What is the relationship between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) among the study sample with arithmetic difficulties?
2- What is the relationship between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) in the study sample of the normal population?
3- What is the differences between the average scores of people with arithmetic difficulties and the average scores of the ordinary from the study sample on the emotional intelligence scale?
4- What is the differences between the mean scores of people with arithmetic difficulties and the average scores of the ordinary from the study sample on the behavioral problems scale?
Research Objectives:
1- To Identify the relationship between emotional intelligence and some behavioral problems (aggression, lying, theft) among the study sample with arithmetic difficulties
2-To Identify the relationship between emotional intelligence and some behavioral problems (aggression, lying, theft) in the study sample of the normal population.
3-To Identify the differences between the ordinary and those with arithmetic difficulties from the study sample in the dimensions of emotional intelligence.
5- To Identify the differences between the ordinary and those with arithmetic difficulties from the study sample in some behavioral problems (aggression, lying, theft).
The importance of Research:
(A) theoretical importance:
1- The importance of the field of arithmetic learning disabilities, as its prevalence in Sohag governorate is 19.59% (Abdul-Rasoul Abdul-Baqi, 121:1998), and it is the main reason for academic failure in the achievement of mathematics.
2- Also, the current study comes in the first studies that focused on emotional intelligence and its relationship to behavioral problems among students with learning disabilities in arithmetic compared to ordinary ones.
3- The importance of the study also comes in comparing students with learning disabilities with arithmetic and ordinary ones to achieve greater comprehensiveness and credibility. Ahmed Nasr’s study (2006: 614,608) indicates that the characteristics of students with learning disabilities are clear compared to their normal peers.
4- The importance of the age group addressed in the current study, which is the pupils of the second and third grades, which did not receive the appropriate attention from researchers. If scientists talk a lot about behavioral problems, the real beginning to address them starts from the first grades in the primary stage.
(B) Practical importance:
1- Contribute to the development of a mechanism to identify students with disabilities learning arithmetic in the light of the behavioral theory
2- Introducing a new tool to measure the manifestations of arithmetic disabilities for second and third grade students
3- To be guided by the results of the current study in preparing educational and counseling programs to remedy the non-social behavioral problems addressed in the study
Borders of the study:
(1) Methodology of the study:
Approach used in current study is descriptive method
(2) study sample:
The sample of the study, in its final form, consisted of (172) students from the second and third grades of primary school, divided into two groups: the group of students with disabilities in learning arithmetic, and their number was (58) male and female students, and the group of ordinary students numbered (114) male and female students
(3) Methodology of the study
a-Study sample selection tools:
1- Comprehensive medical examination forms for school students(Prepared by the Ministry of Education).
2- Lists of the names of students from low-income families in the school (prepared by the Ministry of Social Affairs).
3- Godanf- Harris test for drawing a man (translated by Mohamed Farraj, Abdel Halim El-Sayed, and Safia Magdy, 2004).
4- An achievement test for the second grade of primary school in mathematics (prepared by the researcher).
5- An achievement test for the third grade of primary school in mathematics (prepared by the researcher).
6- Teachers’ sorting scale to identify students with disabilities learning arithmetic from the second and third grades of primary
b-Tools for measuring study variables:
1- - Bar-On Scale of Emotional Intelligence for Children and Adolescents (Arabization of Safaa Al-Asar, 2004).
2- Teachers’ identification scale for students with behavioral problems (prepared by the researcher).
(4) Statistical methods:
- Pearson’s correlation coefficient
- The difference between averages test (T)
• Hypotheses of the study:
1- There is a statistically significant correlation between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) among the study sample with arithmetic disabilities
2- There is a statistically significant correlation between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) among the study sample of the normal
3- There are statistically significant differences between the average scores of people with arithmetic disabilities and the average scores of the ordinary from the study sample on the emotional intelligence scale.
4- There are statistically significant differences between the average scores of people with arithmetic disabilities and the average scores of the ordinary from the study sample on the behavioral problems scale.
The results of the study:
1- There is no a statistically significant correlation between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) among the study sample with arithmetic disabilities
2- There is no a statistically significant correlation between the degrees of emotional intelligence and the degrees of some behavioral problems (aggression, lying, theft) among the study sample of the normal
3- There are no statistically significant differences between the average scores of people with arithmetic disabilities and the average scores of the ordinary from the study sample on the emotional intelligence scale.
4- There are no statistically significant differences between the average scores of people with arithmetic disabilities and the average scores of the ordinary from the study sample on the behavioral problems scale.
In the light of the study results and discussing them, the researcher presented a number of research proposals that complement the research sessions in this field, as well as some recommendations that can be achieved in overcoming the behavioral problems of people with arithmetic learning disabilities and the normal people.