مقایسه مهارت‌های اجتماعی، هوش هیجانی و افسردگی دانش‌آموزان دارای اختلال یادگیری و عادی در مدارس ابتدائی شهر مراغه

الموضوعات :

علی‌نقی اقدسی ¹ , لیلی شکراله پور ²

1 - استادیار گروه روانشناسی ، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - دانش‌آموخته کارشناس‌ارشد روان‌شناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

تاريخ الإرسال : 10 الخميس , رمضان, 1442 تاريخ التأكيد : 21 السبت , ذو القعدة, 1444 تاريخ الإصدار : 02 الإثنين , ذو القعدة, 1444

الکلمات المفتاحية: هوش هیجانی, افسردگی, مهارت‌های اجتماعی, اختلال یادگیری,

ملخص المقالة :

مهارت‌های اجتماعی یکی از عوامل مهم بر پیشرفت و موفقیت فرد در طول سال‌های تحصیلی است، زیرا موجب می شودکه فرد بداند که چه می‌گوید، چگونه انتخاب کند و در موقعیت‌های مختلف چگونه رفتار کند. پژوهش حاضر با هدف تعیین مقایسه مهارت‌های اجتماعی، هوش هیجانی و افسردگی دانش‌آموزان دارای اختلال یادگیری و عادی در مدارس ابتدائی شهر مراغه انجام شد. روش پژوهش حاضر علی مقایسه‌ای بود. جامعه آماری پژوهش، کلیه دانش‌آموزان دارای اختلال یادگیری مدارس ابتدایی شهر مراغه بود که به صورت هدفمند (دارای اختلال یادگیری) و 40 دانش‌آموز عادی به روش همتاسازی از بین مدارس ابتدائی شهر مراغه انتخاب شدند. برای جمع آوری داده‌ها از پرسشنامه مهارت‌های اجتماعی گرشام والیوت (1990) و پرسشنامه هوش هیجانی برادبری و گریوز (2005) و افسردگی دوران کودکی لانگ و تیشر (1983) استفاده شد. داده‌های بدست آمده با روش تحلیل واریانس چند متغیره و تی تک گروهی مستقل تحلیل شدند. نتایج نشان داد، بین میزان مهارت‌های اجتماعی (مهارت اجتماعی، همکاری، قاطعیت و خویشتن داری) و هوش هیجانی (خود آگاهی، خود مدیریتی، آگاهی اجتماعی، مدیریت رابطه) دانش‌آموزان دارای اختلال یادگیری و عادی در مدارس ابتدائی شهر مراغه تفاوت معناداری وجود دارد (05/0> P). همچنین، تفاوت معنی داری بین افسردگی دانش‌آموزان دارای اختلال یادگیری و عادی در مدارس ابتدائی شهر مراغه وجود دارد (05/0> P). بر اساس نتایج پیشنهاد می‌شود که در مدارس، برنامه ریزی و هماهنگی لازم جهت استفاده از روشهای آموزش هوش هیجانی و همچنین مداخلاتی در جهت تقویت مهارت‌های اجتماعی برای دانش‌آموزان مدارس ابتدایی دارای اختلال یادگیری انجام گیرد. همچنین از نتایج پژوهش حاضر در طراحی مداخلات درمانی استفاده گردد.

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Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. PLoS One 2020, 15(7): e0236337.

Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37, 97–105.

Fred, J., Pierre, C., Sheilah, H. J. A., R., Lena w. H., Margreth, G., Irene J., Tobias, S., klara, E., & Eva, S. (2021). Depression, anxiety and stress among Swedish university students before and during six months of the COVID-19 pandemic: A cohort study. Scandinavian Journal of Public Health, 7(14): 1-9.

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Hajloo, N., & Rezaie Sharif. A. (2012).  Psychometric properties of Colorado Learning Difficulties Questionnaire (CLDQ). Journal of Learning Disabilities, 1(1): 24-43 [In Persian].

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