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شیوع افسردگی در کودکان دچار اختلال یادگیری خاص: نقش ارتباط کودک-والد و کودک-معلم | ||
ناتوانی های یادگیری | ||
مقاله 1، دوره 10، شماره 3 - شماره پیاپی 38، فروردین 1400، صفحه 300-315 اصل مقاله (6.26 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.32598/JLD.10.3.1 | ||
نویسندگان | ||
سعید آریاپوران* 1؛ محمد نریمانی2 | ||
1گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، همدان، ایران | ||
2گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه محقق اردبیلی، اردبیل، ایران | ||
چکیده | ||
هدف: هدف پژوهش حاضر بررسی میزان شیوع افسردگی در کودکان دچار اختلال یادگیری خاص و نقش ارتباط والد-کودک و کودک-معلم در پیشبینی علائم آن بود. روش ها: روش پژوهش، همبستگی بود. از میان دانشآموزان دچار اختلال یادگیری خاص، در سه شهرستان بروجرد، نهاوند و ملایر، 596 دانشآموز به صورت سرشماری انتخاب شدند. برای گردآوری دادهها از مقیاسهای سطح 2 - افسردگی کودک نسخه والد / سرپرست، رابطه کودک-والد (نسخه والد) و رابطه دانشآموز-معلم (نسخه معلم) استفاده شد. برای تحلیل دادهها از همبستگی پیرسون و رگرسیون چندمتغیری همزمان استفاده شد. یافته ها: نتایج نشان داد که میزان افسردگی شدید، متوسط و خفیف در کودکان مبتلا به اختلال یادگیری خاص به ترتیب 15/10، 25/17 و 9/90 درصد بوده است. نتایج نشان داد که نزدیکی کودک-والد (پدر و مادر) و کودک-معلم با افسردگی رابطه منفی معنادار داشت و تعارض و وابستگی کودک-والد (پدر و مادر) و کودک-معلم با افسردگی رابطه مثبت معنادار داشت. تمام ابعاد وابستگی کودک-والد و کودک-معلم به غیر از ارتباط نزدیک کودک-پدر در پیشبینی افسردگی کودکان دچار اختلال یادگیری خاص نقش معنادار داشتند. نتیجه گیری: بر اساس نتایج، آموزشهای مبتنی بر تعامل کودک-والد و کودک-معلم برای کاهش علائم افسردگی کودکان دچار اختلال یادگیری خاص پیشنهاد میشود. | ||
کلیدواژهها | ||
افسردگی؛ اختلال یادگیری خاص؛ ارتباط کودک-والد؛ ارتباط کودک-معلم | ||
مراجع | ||
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