Cognitive failure, teacher’s rejection and interpersonal relationship anxiety in children with dyslexia

OBJECTIVES: Present research aimed to explore relationship between cognitive failure, teacher’s rejection (TR), interpersonal relationship anxiety (IRA) and Signs of Dyslexia (SD) in children with dyslexia. Another aim was to explore TR, SD and IRA as predictors of cognitive failure and final aim was to see TR, SD and cognitive failure as predictors of IRA. METHOD: Sample included140 students (70 girls & 70 boys) with dyslexia. Their age was ranged between 7-14 years (mean age: M=10.50, SD= 1.89). Cognitive Failure Questionnaire, Teacher’s Acceptance-Rejection Questionnaire and Interpersonal Relationship Anxiety Questionnaire were used for assessment. RESULTS: Results revealed significant positive relationship between cognitive failure, TR, SD and IRA. TR, SD, IRA emerged as significant predictors of cognitive failure while TR, SD and cognitive failure emerged as significant predictors of IRA. CONCLUSION: Findings from the present research have practical implications for parents, teachers, trainers and health physicians while dealing children with dyslexia.