اثربخشی آموزش نظریه ذهن بر خودپنداره و اضطراب در دانش آموزان ناتوان یادگیری با نقش تعدیل کنندگی اختلال نقص توجه- بیش فعالی
محورهای موضوعی : روش ها و مدل های روانشناختیغلامرضا خیراله بیاتیانی 1 , فریبا حافظی 2 , پرویز عسگری 3 , فرح نادری 4
1 - دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 - دانشیار گروه روانشناسی دانشگاه آزاد اسلامی واحد اهواز- ایران
4 - گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
کلید واژه: اضطراب, اختلال نقص توجه-بیش فعالی, آموزش نظریه ذهن, خود پنداره, دانش آموزان ناتوان یادگیری,
چکیده مقاله :
هدف از پژوهش حاضر بررسی اثربخشی آموزش نظریه ذهن بر خودپنداره و اضطراب در دانش آموزان با ناتوانی‌های خاص یادگیری با نقش تعدیل کنندگی همبودی اختلال نقص توجه- بیش فعالی بود. روش پژوهش از نوع آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری پژوهش را دانش آموزان دارای ناتوانی خاص یادگیری شهر اهواز در سال 1398 تشکیل می‌دهند. از بین آنها 28 نفر شامل 9 دختر و 19 پسر (14 نفر به ازا هر یک از گروههای آزمایش و گواه به این صورت که هر گروه از تعداد مساوی دانش آموز دارای ناتوانی خاص یادگیری با همبودی اختلال نقص توجه بیش فعالی و بدون آن تشکیل می‌شد)، به روش نمونه‌گیری هدفمند انتخاب و به صورت تصادفی در گروههای آزمایشی و کنترل جایگزین شدند. به منظور گردآوری اطلاعات از پرسشنامه خودپنداره کودک پیرز – هریس و مقیاس اضطراب کودکان اسپنس، استفاده شد. گروه آزمایش تحت آموزش نظریه ذهن قرار گرفت و گروه کنترل در لیست انتظار آموزش قرار گرفت. داده‌ها با استفاده از آزمون آماری تحلیل کوواریانس چندمتغیره مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که آموزش نظریه ذهن بر بهبود خود پنداره و کاهش اضطراب دانش آموزان اثربخش بودند (01/0>P). همچنین نتایج نشان داد، همبودی اختلال نقص توجه-بیش فعالی اثر بخشی این آموزش را تعدیل کرد. لذا نتیجه‌گیری می‌شود که میتوان از این روش آموزش در جهت کمک به داش آموزان دارای ناتوانی خاص یادگیری و به ویژه افراد دارای همبودی اختلال نقص توجه – بیش فعالی بهره برد.
This study aimed to investigate the effectiveness of theory of mind training on self-concept and anxiety in students with special learning disabilities with the moderating role of comorbidity with attention deficit hyperactivity disorder. The research method was experimental with a pre-test-post-test design with a control group.The statistical population of the study consists of students with special learning disabilities aged 10 to 12 years in Ahvaz in 2019. Among them, 40 students (20 students for each of the experimental and control groups in such a way that each group consisted of an equal number of students with special learning disabilities who had comorbidity with attention deficit hyperactivity disorder and without it) were selected by Purposeful sampling method and were randomly assigned to experimental and control groups. The Pierce-Harris Child Self-concept Survey and the Spence Child Anxiety Scale were used to collecting information. The experimental group was trained in the theory of mind and the control group was placed on the waiting list for training. The data were analyzed using multivariate analysis of covariance. The results showed that the theory of mind training was effective in increasing students' self-concept and reducing anxiety (P <0.01). The results also showed that comorbidity with attention deficit hyperactivity disorder moderated the effectiveness of this training. Therefore, it can be concluded that this teaching method can be used to help students with special learning disabilities and especially people with comorbidity.
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