comparison of social support and self-injurious behaviors in students with and without learning disabilities

Background: students with learning disabilities, in comparison to normal students, have relatively more problems. objectives: the aim of the present study is to compare the social support, aggression and self-injurious behaviors in students with and without learning disabilities. patients and methods: all students with and without learning disabilities from secondary schools of ardabil, iran constitute the research popu- lation. sixty students were randomly selected by cluster sampling. raven’s iq test, social support scale, aggression questionnaire and deliberate self-harm inventory were utilized for data collection. the manova test also was applied for data analyzing. results: the results of the present study indicated that students with learning disabilities, in comparison with normal students, have a inferior perceived social support and a higher rate of aggression as well as a higher self-injurious behavior. analyses of regression also delineated that social support, physical aggression and verbal aggression can predict self-injurious behaviors in students with learning disabilities. conclusions: low social support and high aggression are two important factors which affect self-injurious behaviors in students with learning disabilities.