مقایسه نظریه ذهن در کودکان با نارسایی توجه/ فزون‌کنشی و کودکان مبتلا به کندگامی شناختی
محورهای موضوعی : روان‌شناسی بالینی
محمد شادبافی
1
,
الناز محمدی
2
,
رقیه عبدالرحیم‌پور
3
1 - دانشجوی دکتری روان‌شناسی
دانشگاه تبریز
2 - کارشناس ارشد روان‌شناسی بالینی کودک و نوجوان
دانشگاه تبریز
3 - کارشناس ارشد روان‌شناسی بالینی کودک و نوجوان
دانشگاه تبریز
کلید واژه: نظریه ذهن, نارسایی توجه/ فزون‌کنشی, کندگامی شناختی,
چکیده مقاله :
هدف این پژوهش مقایسه نظریه ذهن و سطوح آن در کودکان مبتلا به نارسایی توجه/ فزون‌کنشی و کندگامی شناختی بود. طرح پژوهش توصیفی از نوع علّی-مقایسه‌ای و نمونه آن، 100نفر (50نفر مبتلا به نارسایی توجه/فزون‌کنشی و 50نفر مبتلا به کندگامی شناختی) از کودکان پسر مقطع ابتدایی شهرستان تبریز در سال تحصیلی 99-1398 بود که با شیوه غربالگری و با استفاده از مقیاس درجه‌بندی رفتار کودکان (سوانسون، نولان و پلهام، 1980) و مقیاس کندگامی شناختی (پنی، واشبوش، کلین، کورکوم و اسکیس، 2009) انتخاب شد. سپس از آزمون نظریه ذهن (موریس و دیگران، 1999) برای ارزیابی نظریه ذهن استفاده شد. داده‌ها با روش تحلیل واریانس چندمتغیری تحلیل شد. نتایج نشان داد بین کودکان مبتلا به نارسایی توجه/ فزون‌کنشی و کندگامی شناختی از نظر نظریه ذهن و سطوح آن تفاوت معنادار وجود دارد، به‌طوری‌که کودکان مبتلا به کندگامی شناختی در نظریه ذهن کلی و هر سه سطح آن در مقایسه با کودکان مبتلا به نارسایی توجه/ فزون‌کنشی، عملکرد ضعیف‌تری دارند. با توجه به یافته‌های این پژوهش به نظر می‌رسد کودکان مبتلا به کندگامی شناختی به دلیل علاقه اندک به تعامل‌های اجتماعی و برخورداری از مشکلات توجه، در آزمون نظریه ذهن عملکرد ضعیف‌تری در مقایسه با کودکان مبتلا به نارسایی توجه/ فزون‌کنشی دارند.
This study aimed to compare theory of mind and its levels in children with Attention Deficit/ Hyper Activity Disorder (ADHD) and Sluggish Cognitive Tempo (SCT). The study was descriptive in the frame of Casual Comparative design. Participants comprised 100 boys (50 ADHD and 50 SCT) from elementary schools in Tabriz in the 1398-1399 academic year, which were selected through a screening method using the Child Behavior Rating Scale (Swanson, Nolan, & Pelham, 1980) and the Sluggish Cognitive Tempo Scale (Penny, Waschbusch, Klein, Corkum, & Eskes, 2009).Then, Theory of Mind Test (Muris, et al, 1999) was performed on samples to measure theory of mind. Data was analyzed by multivariate analysis of variance. The results showed that there is a significant difference between the two groups in theory of mind. So that children with SCT had poorer performances in theory of mind in all three levels than children with ADHD. Based on the findings of this study, it seems that since children with SCT have little interest in social interactions and suffer from attention problems simultaneously, they have poorer performances in theory of mind than children with ADHD.
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