تعیین تاثیر توانبخشی شناختی بر سرزندگی تحصیلی و بهزیستی تحصیلی دانش‌آموزان با ناتوانی یادگیری خاص
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانیزینب بهشتی فر 1 , مهیار پویامهر 2 , پروین میرشکاریان بابکی 3
1 - کارشناسی ارشد روانشناسی شخصیت، دانشگاه آزاد واحد تهران جنوب، تهران، ایران.
2 - کارشناسی ارشد روانشناسی عمومی، دانشگاه آزاد واحد مرودشت، شیراز، ایران. mahyarpouyamehr@gmail.com
3 - کارشناسی ارشد مشاوره خانواده، دانشگاه علامه طباطبایی
کلید واژه: بهزیستی تحصیلی, توانبخشی شناختی, سرزندگی تحصیلی, ناتوانی یادگیری خاص.,
چکیده مقاله :
هدف: پژوهش حاضر با هدف تعیین تاثیر توانبخشی شناختی بر سرزندگی تحصیلی و بهزیستی تحصیلی دانش‌آموزان با ناتوانی یادگیری خاص انجام شد.
روش: روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل بود. جامعه‌ی آماری شامل تمامی دانش‌آموزان مقطع ابتدایی معرفی شده به مراکز ناتوانی‌های یادگیری مناطق 2، 4 و 5، در طیف سنی 8 تا 12 سال در شهر تهران در سال تحصیلی 1402-1401 بود که از بین آن‌ها با روش نمونه‌گیری دردسترس تعداد 30 نفر انتخاب و به صورت تصادفی در دو گروه 15 نفری آزمایش و کنترل گمارده شدند. برنامه آموزش توانبخشی شناختی کاپیتان لاگ برای گروه آزمایش به مدت 16 جلسه‌ی 60 دقیقه‌ای و دوبار در هفته و به شکل انفرادی اجرا شد. برای گردآوری داده‌ها از پرسشنامه‌های سرزندگی تحصیلی Martin & Marsh (2008) و بهزیستی تحصیلی Pietarinen, Soini & Pyhältö (2014) استفاده شد. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیری تحت نرم‌افزار SPSS-21 مورد تجزیه و تحلیل قرار گرفتند.
یافته‌ها: یافته‌های پژوهش نشان داد که با کنترل اثر پیش‌آزمون بین میانگین پس‌آزمون سرزندگی تحصیلی (0.01>P، 47.34=F) و بهزیستی تحصیلی (0.01>P، 31.27=F) در دو گروه آزمایش و کنترل تفاوت معناداری وجود داشت.
نتیجه‌گیری: از یافته‌ها می‌توان نتیجه گرفت توانبخشی شناختی بر سرزندگی تحصیلی و بهزیستی تحصیلی دانش‌آموزان با ناتوانی یادگیری خاص، موثر است.
The present study was conducted with the aim of determining the effect of cognitive rehabilitation on the academic vitality and academic well-being of students with special learning disabilities. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all the elementary school students introduced to learning disabilities centers in regions 2, 4 and 5, in the age range of 8 to 12 years in Tehran in the academic year 2021-2022, from which 30 people were selected using the available sampling method. They were tested randomly in two groups of 15 people and assigned as controls. Captain Log's cognitive rehabilitation training program was implemented individually for the experimental group for 16 sessions of 60 minutes, twice a week. To collect data, Martin and Marsh (2008) and Pitrinen, Sweeney and Fialto (2014) academic well-being questionnaires were used. Data were analyzed using multivariate analysis of covariance. The findings of the research showed that by controlling the pre-test effect, there was a significant difference between the post-test average of academic vitality and academic well-being in the two experimental and control groups at the P<0.001 level. From the above findings, it can be concluded that cognitive rehabilitation is effective on the academic vitality and academic well-being of students with special learning disabilities.
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