Abstract
Background & Purpose :the present study was conducted with the aim of comparing perceived competence and aggression in students with dyslexia and dysgraphia as well as normal students.
Method: The descriptive research design was causal-comparative. The statistical population included all children who referred to learning disability centers and normal schools in Gorgan in 2022. The sampling strategy was convenience sampling, and the sample size was 120 individuals (40 individuals in each group). The measurement tools included the Perceived Competence Questionnaire for Children (Harter,1982) and Relational and Overt Aggression Questionnaire (Shahim, 2006). The data were analyzed via one-way variance and Tukey post hoc test using SPSS software version 23.
Results: The results showed that regarding perceived competence and its subscales, there was no significant difference between the three studied groups (P> 0.01). However, there was a significant difference regarding relational and overt aggression between children with dyslexia, children with dysgraphia, and normal children (P< 0.01). It means that total, relational, and overt aggression was more common in normal children than in children with dyslexia and dysgraphia.
 Conclusion: According to the findings, it is necessary to provide educational and treatment programs for all students to prevent and reduce behavioral disorders.