اثربخشی آموزش نظریه ذهن بر مهارت‌های اجتماعی و تنظیم هیجان دانش‌آموزان پسر دارای اختلالات یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی آموزش نظریه ذهن بر مهارت­‌های اجتماعی و تنظیم هیجان دانش­‌آموزان پسر دارای اختلالات یادگیری انجام شد.
روش: روش پژوهش حاضر آزمایشی با طرح پیش­‌آزمون- پس­‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش‌­آموزان پسر مقطع ابتدایی دارای اختلال یادگیری شهر اردبیل در سال تحصیلی 1400-1399 بود (250=N). از بین آنها 30 نفر به روش نمونه­‌گیری هدفمند انتخاب و به‌صورت تصادفی در گروه­‌های آزمایشی (15 نفر) و گروه کنترل (15 نفر) جایگزین شدند. برای جمع‌­آوری داده­‌ها از پرسشنامه تنظیم شناختی هیجان توسط گرانفسکی، کرایج و اسپینهاون (2002) و پرسشنامه مهارت‌­های اجتماعی ماتسون (1983) استفاده شد. گروه آزمایش 8 جلسه برنامه آموزش نظریه ذهن­ هال و تاگر-فلاسبرگ (2003) دریافت نمودند. به­‌منظور بررسی تغییرات ایجاد شده، پس­‌آزمون اجرا شد. داده‌­ها با روش آماری تحلیل کوواریانس چندمتغیری مورد تجزیه و تحلیل قرار گرفت.
یافته­‌ها: نتایج آزمون تحلیل کوواریانس نشان داد که بین دو گروه در مؤلفه­‌های تنظیم هیجان و مهارت­های اجتماعی تفاوت معناداری وجود دارد (0.05>P).  به‌طوری‌که به‌ترتیب دانش­‌آموزانی که در گروه آزمایش تحت آموزش نظریه ذهن قرار گرفته بودند از سطوح بالاتر مهارت­‌های اجتماعی و تنظیم هیجان نسبت به دانش‌­آموزان گروه کنترل برخوردار بودند.
نتیجه­‌گیری: با توجه به نتایج به‌دست‌آمده می‌­توان گفت که آموزش نظریه ذهن در افزایش به‌کارگیری راهبردهای هیجانی مثبت و بهبود مهارت­‌های اجتماعی مؤثر بوده است. این نتایج پیشنهادهای مهمی در جهت به­‌کارگیری آموزش این مهارت­‌ها به‌عنوان یک روش مداخله­‌ای در مدارس و مراکز درمانی دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Mind Theory Training on Social Skills and Emotional Regulation of Male Students with Learning Disabilities

نویسندگان [English]

  • Sara Taghizadeh Hir 1
  • Parviz Porzoor 2
1 1. PhD Student of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran
2 2. Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili , Ardabil, Iran
چکیده [English]

Objective: The aim of present study was to investigate the effectiveness of mind theory training on social skills and emotion regulation of male students with learning disabilities.
Methods: The method of the present study was an experimental design with pretest-posttest design along with control group. The statistical population of the study included all male students with learning disabilities in primary school in Ardabil city in the academic year 1399-1400 (N=250). Among them, 30 people were selected by purposeful sampling method and randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 8 sessions of Mind Theory Training (Hale & Tager-Flusberg, 2003). Granefski cognitive emotion regulation questionnaire (2002) and Matson social skills questionnaire (1983) were used to collect data. Data were analyzed by multivariate analysis of covariance.
Results: The results of analysis of covariance showed a significant difference between two groups in social skills and emotional regulation (P< 0/05). The students who were trained in mind theory in the experimental group had higher levels of social skills and emotion regulation, compared to the students in the control group.
Conclusion:  According to the results, it can be said that Mind Theory Training has been effective in increasing the use of positive emotional strategies and improving social skills. These results have important suggestions for using these skills training as an intervention method in schools and educational centers.

کلیدواژه‌ها [English]

  • Mind Theory
  • Emotional regulation
  • Social skills
  • Learning disabilities
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