پیش بینی تعامل والد-کودک بر اساس حمایت اجتماعی ادراک شده و سبک فرزندپروری ادراک شده در مادران دارای کودکان اختلال یادگیری خاص

محورهای موضوعی : سلامت زنان

سمیه زرین کلاه ^{1 *} , آدرمیدخت رضایی ² , نادره سهرابی شگفتی ³ , مریم کوروش نیا ⁴

1 - - (نویسنده مسئول)، دانشجوی دکتری روانشناسی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران ، [e-mail]
2 - استادیار روانشناسی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران [e-mail]
3 - دانشیار، گروه روانشناسی عمومی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.

تاریخ دریافت : 1403/08/02 تاریخ پذیرش : 1403/09/25 تاریخ انتشار : 1404/04/20

کلید واژه: اختلال یادگیری خاص, تعامل والد-کودک, حمایت اجتماعی ادراک شده, سبک فرزندپروری ادراک شده,

چکیده مقاله :

چکیده

مقدمه: اختلال یادگیری یکی از مسائلی است که از دیرباز تاکنون ذهن پژوهشگران و متخصصان در حیطه مسائل آموزشی را به خود مشغول نموده است، در همین راستا هدف پژوهش حاضر پیش بینی تعامل والد-کودک بر اساس حمایت اجتماعی ادراک شده و سبک فرزندپروری ادراک شده در مادران دارای کودکان اختلال یادگیری خاص بود.

روش پژوهش: این پژوهش، توصیفی از نوع همبستگی بود. نمونه آماری پژوهش شامل 320 نفر از مادران دارای کودکان اختلال یادگیری شهر شیراز در سال تحصیلی 1402-1403 بود که با روش نمونه­گیری هدفمند انتخاب شدند. ابزار گردآوری داده­ها شامل پرسشنامه­های خودکارآمدی دومکا، تعامل والد-کودک پیانتا  فراشناخت ولز بود. داده­ها با استفاده از نرم­افزار spss-24 مورد تجزیه و تحلیل قرار گرفت.

یافته ­ها: ضرایب رگرسیونی نشان داد حمایت اجتماعی ادراک شده و سبک فرزندپروری ادراک شده می­توانند پیش‌‌بینی کننده مستقیم تعامل والد-کودک باشند.

بحث و نتیجه­ گیری: بر اساس نتایج پژوهش حاضر می­توان اذعان داشت که حمایت اجتماعی از والدین و به ویژه مادران دارای کودکان اختلال یادگیری خاص و استفاده از سبک­های فرزندپروری مناسب می­تواند به بهبود تعامل والد-کودک کمک کند.

چکیده انگلیسی:

© 2020 The Author(s). This work is published by family and health as an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0/). Non-commercial uses of the work are permitted, provided the original work is properly cited.

Introduction: Learning disability is one of the issues that has long occupied the minds of researchers and experts in the field of educational issues. In this regard, the aim of the present study was to predict parent-child interaction based on perceived social support and perceived parenting style in mothers of children with specific learning disabilities.

Research method: The research method was descriptive and correlational. The statistical sample of the study included 320 mothers of children with learning disabilities in Shiraz in the academic year 1402-1403, who were selected using purposive sampling. The data collection tools included the Domka self-efficacy questionnaire, Pianta's parent-child interaction, and Wells' metacognition. The data were analyzed using SPSS-24 software.

Findings: Regression coefficients showed that perceived social support and perceived parenting style can be direct predictors of parent-child interaction.

Discussion and Conclusion: Based on the results of the present study, it can be acknowledged that social support for parents, especially mothers of children with specific learning disabilities, and the use of appropriate parenting styles can help improve parent-child interaction.

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