تعداد نشریات | 27 |
تعداد شمارهها | 364 |
تعداد مقالات | 3,223 |
تعداد مشاهده مقاله | 4,742,711 |
تعداد دریافت فایل اصل مقاله | 3,239,054 |
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 | ||
آریاپوران، سعید و اعتمادیزاده، هدایتالله. (1399). رابطة مدیریت کلاس مبتنی بر یادگیری اجتماعی- هیجانی و تعامل معلم-دانشآموز با سواد هیجانی دانشآموزان ابتدایی. تدریس پژوهی، 8(1)، 79-59.
بهاری قرهگوز، علی و هاشمی، تورج. (1392). بررسی میزان شیوع مشکلات ویژهی یادگیری در دانشآموزان مقطع ابتدایی استان آذربایجان شرقی. مجله ناتوانیهای یادگیری، 3(1)، ١٥٥-١٤٨.
کشاورز افشار، حسین؛ هدهدی، زهرا و علینژاد، طاهره. (1398). نقش عزت نفس، سبکهای فرزندپروری و انسجام خانواده و انعطافپذیری در پیشبینی افسردگی دانشآموزان دختر. مجلهی روان شناسی مدرسه، 8(1)، 172-149.
گل پور، رضا؛ ابوالقاسمی، عباس؛ احدی، بتول و نریمانی، محمد. (1393). مقایسهی اثر بخشی روشهای آموزش خود- دلسوزی شناختی و درمان متمرکز بر هیجان بر بهبود سلامت جسمانی و روانی دانشآموزان مبتلا به افسردگی. مجلهی روان شناسی مدرسه، 3(2)، 169-153.
نریمانی، محمد؛ حسن زاده، شهناز و ابوالقاسمی، عباس. (1391). اثربخشی آموزش ایمنسازی روانی برکاهش استرس، اضطراب و افسردگی دانشآموزان دختر مقطع پیش دانشگاهی. مجلهی روان شناسی مدرسه، 1(3)، 117-101.
Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities. Journal of Psychological Abnormalities in Children, 3(3), 1-8.
Alexander-Passe, N. (2006). How dyslexic teenagers cope: An investigation of self-esteem, coping and depression. Dyslexia, 12(4), 256–275.
Ali Mohammadlo, I., Niosha, B., & Faraghdani, A. (2015). The prevalence of learning disabilities in family-like children according to Demographic variables. Social Welfare, 1(58), 237-267.
Al-Yagon M (2007). Socioemotional and behavioral adjustment among school-age children with learning disabilities: the moderating role of maternal personal resources. The Journal of Special Education, 40(4), 205–217.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Arlington, VA, US: American Psychiatric Publishing, Inc.
Ariapooran, S., & Eatemadizadeh, H. A. (2020). Relationship between Classroom Management through the Social and Emotional Learning and Teacher-Student Interaction with Emotional Literacy in Elementary Students. Journal of Research in Teaching, 8(1), 59-79. (Persian).
Bahari Gharagoz., A., & Hashemi, T. (2013). The evaluation of specific learning difficulties prevalence in the East Azerbaijan province primary school students. Iranian Journal of Learning Disabilities, 3(1), 148-155 .(Persian).
Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1), 57-70.
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229.
Benjamin, M. D. (2015). Teacher and Parental Influence on Childhood Learning Outcomes. Unpublished Thesis Dissertation, College of Education, Walden University, Minnesota.
Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61–79.
Bonifacci, P., Storti M., Tobia, V., & Suardi, A. (2016). Specific Learning Disorders: A Look Inside Children's and Parents' Psychological Well-Being and Relationships. Journal of Learning Disabilities, 49(5), 532-545.
Buyse, E., Verschueren, K., Verachtert, P., & Van Damme, J. (2009). Predicting school adjustment in early elementary school: Impact of teacher–child relationship quality and relational classroom climate. Elementary School Journal, 110(2), 119–141.
Cavell, T. A., Elledge, L. C., Malcolm, K. T., Faith, M. A, & Hughes, J. N. (2009). Relationship quality and the mentoring of aggressive, high-risk children. Journal of Clinical Child & Adolescent Psychology, 38(2), 185–198.
Chaudhary, A.K., & Meghwal J. (2015). A Study of Anxiety & Depression among Learning Disabled Children. Indian Journal of Applied research, 5(7), 484-486.
Cooper, S-A., Smiley, E., Morrison, J., Allan, L., & Williamson, A. (2007). Mental ill-health in adults with intellectual disabilities: prevalence and associated factors. British Journal of Psychiatry, 190(1), 27–35.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school, the behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77(1), 60-81.
Demo, D. H., & Cox, M. J. (2000). Families with young children: A review of research in the 1990s. Journal of Marriage and Family, 62(4), 876–895.
Dietz, L. J., birmaher, B., Wiliamson, D. E., Silk, J. S., Dahl, R. E., Axelson, D. A., Ehman, M., & Ryan, N. D. (2008). Mother–Child Interactions in Depressed Children and Children at High Risk and Low Risk for Future Depression. Journal of the American Academy of Child and Adolescent Psychiatry, 47(5), 574–582.
Dumas, J. E., & LaFreniere, P. J. (1993). Mother-child relationships as sources of support or stress: a comparison of competent, average, aggressive, and anxious dyads. Child Development, 64(6), 1732-1754.
Dykstra, V. W., Willoughby, T., & Evans, A. (2020). A Longitudinal Examination of the Relation Between Lie-Telling, Secrecy, Parent–Child Relationship Quality, and Depressive Symptoms in Late-Childhood and Adolescence. Journal of Youth and Adolescence, 49(2), 438–448.
Ee, A. C., & Arshat, Z. (2017). Parent-Child Relationship and Depression among Adolescents in Selangor, Malaysia. International Journal of Humanities and Social Science Invention, 6(10), 61-65.
Eslami Shahrbabaki, M., Haghdoost, A. A., Nikseresht, A., & Rafee Shahrbabaki, H. (2014). Prevalence of Learning Disability in Primary School students in Kerman city. European Online Journal of Natural and Social Sciences, 3(3), 534-540.
Gans, A. M., Kenny, M. C., & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities. 36(3), 287–295.
Golpour, R., Abolghasemi, A., Ahadi, B., Narimani, M. (2014). Comparison of effectiveness of cognitive self-compassion training and emotion-focused therapy on physical and mental health in depressed students. Journal of School Psychology, 3(2), 153-169. (Persian).
Guo J, Ren X, Wang X, Qu Z, Zhou Q, Ran C, Wang, X, & Hu, J. (2015). Depression among Migrant and Left Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships. PLoS ONE, 10(12), e0145606.
Habib, A., & Naz, F. (2015). Cognitive failure, teacher’s rejection and interpersonal relationship anxiety in children with dyslexia. Pakistan Journal of Medical Sciences, 31(3), 662–666.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638.
Heaven, P. C. L., Newbury, K., & Mak, A. (2004). The impact of adolescent and parental characteristics on adolescent’s levels of delinquency and depression. Personality and Individual Differences, 36(1), 173–185.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289–301.
Hughes, J. N., Zhang, D., & Hill, C. R. (2006). Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children. Journal of School Psychology, 43(6), 447–463.
Iruka, I. U., Burchinal, M., & Cai, K. (2010). Long-term effect of early relationships for African American children's academic and social development: An examination from kindergarten to fifth grade. Journal of Black Psychology, 36(2), 144–171.
Ismail, R. M., Mohamed, H. T., & Soltan, B. G. (2019). Prevalence of learning disabilities among a sample of primary school students. Journal of Al-Azhar Medical Faculty, Girls, 3 (1), 125-130.
Keshavarz Afshar, H., Hodhodi, Z., Alinejad, T. (2019). The Role of Self-Esteem, Parenting Styles and Family Cohesion and Flexibility in Predicting Fmale Students’ Depression. Journal of School Psychology, 8(1), 149-172. (Persian).
Khayyat, D.K., Abdelaziz, T., & Abdulla, T. (2013). Prevalence of learning disabilities in Palestinian Adolescents in Seventh to Ninth grades (in West Bank and Gaza Strip). Arabpsynet E. Journal, 39-40(1), 283-288.
Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016). Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist, 3(11), 1-25.
Lang, I. A., Marlow, R., Goodman, R., Meltzer, H., & Ford, T. (2013). Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up. The British Journal of Psychiatry, 202 (5), 336-341.
Li, Y. F., Xu, L. Y., Lv, Y., Liu, L. J., & Wang, Y. (2014). The associations between mother– child relationship, teacher–child relationship and social adaptive behaviors for preschool migrant children. (in Chinese) Psychological Development and Education, 30(6), 624–634.
Li, Y., Liu, L., Lv, Y., Xu, L., Wang, Y., & Huntsinger, C. S. (2015). Mother–child and teacher–child relationships and their influences on Chinese only and non-only children's early social behaviors: The moderator role of urban–rural status. Children and Youth Services Review, 51, 108–116.
Maag, J. W., & Reid, R. (2006). Depression among students with learning disabilities: assessing the risk. Journal of Learning Disabilities. 39(1), 3-10.
Mallers, M. H., Charles, S. T., Neupert, S. D., & Almeida, D. M. (2010). Perceptions of Childhood Relationship with Mother and Father: Daily Emotional and Stressor Experiences in Adulthood. Developmental Psychology, 46(6), 1651–1661.
Mammarella, I. C., Ghisi, M., Bomba, M.,Bottesi, G., Caviola, S., Broggi, F., & Nacinovich, R. (2014). Anxiety and Depression in Children with Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. Journal of Learning Disabilities, 49 (2), 130-139. Marcus, M., Yasamy, M. T., van Ommeren, M., Chisholm, D., & Saxena, S. (2012). Depression: a global public health concern. Proceedings of the 65th World Health Assembly; May 2012; Geneva, Switzerland. World Health Organization.
Murray, C., & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities. Psychology in the schools, 38(1), 25-41.
Murray, C., & Malmgren, K. (2005). Implementing a teacher-student relationship program in high-poverty urban school: Effect on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137-152.
Narimani, M., Hasanzadeh, S., Abolghasemi, A. (2012). The effectiveness of stress inoculation training in decreasing stress, anxiety and depression of pre-university girl students. Journal of School Psychology, 1(3), 101-117. (Persian).
Nelson, J. M. & Harwood, H. R. (2011), A meta-analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi-informant assessment. Psychology in Schools, 48(4), 371–384.
Olivier, E., Azarnia, P., Morin, A. J. S., Houle, S. A., Dubé, C., Tracey, D., & Maïano, C. (2020). The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. Research in Developmental Disability, 98(1), 103572.
Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., & Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher–child relationship play? Early Childhood Research Quarterly, 22(4), 407–422.
Panicker, A. S., & Chelliah, A. (2016). Resilience and Stress in Children and Adolescents with Specific Learning Disability. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 25(1), 17–23.
Pastaa, T., Mendolaa, M., Prinoa,L. E., Longobardi, C., & Gastaldia, F. G. M. (2013). Teachers’ Perception of the Relationship with Pupils Having Specific Learning Disabilities, Interpersona, 7(1), 125-127.
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33 (3), 444-458.
Pianta, R. C., .Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12(3), 263-280.
Pianta, R.C. & Steinberg, M. (1992). Relationships between children and their kindergarten teachers. Paper presented at the Society for Research in Child Development Biennial Meetings, Seattle, April.
Pianta, R.C. (2001). Student-Teacher Relationship Scale: Professional Manual. Odessa, FL: Psychological Assessment Resources, Inc.
Pourmohamadreza-Tajrishi, M., Ashouri. M., Afrooz, G. A., Arjmandnia, A. A., & Ghobari-Bonab, B. (2015). The Effectiveness of Positive Parenting Program (Triple-P) Training on Interaction of Mother-Child with Intellectual Disability. Rehabilitation, 16(2), 128-137.
Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119–138.
Rodrigues, I. O., Freire, T., Gonçalves, T. S.,& Crenitte, P. A. P. (2016). Predicting signs of depression in children with specific learning disorders. Revesta CEFAC, 18(4), 864-875.
Schwab, S., & Rossmann, P. (2020). Peer integration, teacher-student relationships and the associations with depressive symptoms in secondary school students with and without special needs. Educational Studies, 46(3), 302-315.
Sheeber, L., Hops, H., Alpert, A., Davis, B., & Andrews, J. (1997). Family support and conflict: prospective relations to adolescent depression. Journal of Abnormal Child Psychology, 25(4), 333-344.
Sikabofori, T., & Anupama, I. (2012) Depressive disorders in people with intellectual disabilities. in Raghavan, R. Anxiety and Depression in People with Intellectual Disabilities: Advances in interventions, Brighton, Pavilion Publishing and Media Ltd.
Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology. 43(1), 39–60.
Stafforda, M., Kuha, D. L., Galeb, C. R., Mishrad, G., & Richard, M. (2016). Parent–child relationships and offspring’s positive mental wellbeing from adolescence to early older age. The Journal of Positive Psychology, 11(3), 326–337.
Tannous, A. (2018). Prevalence of Childhood Depression: The Effects of Teacher-Students Relationship as Predictor Factors to Depressive Symptoms. Modern Applied Science; 12(1), 9-19.
Wang, M. T. (2009). School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24(4), 240–251.
Wang, M. T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690–705.
Wright-Strawderman, C., & Watson, B. L. (1992). The prevalence of depressive symptoms in children with learning disabilities. Journal of Learning Disabilities. 25(4), 258-264
Yoleri, S. (2016). Teacher-child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills. International Electronic Journal of Elementary Education, 9(1), 210-224. | ||
آمار تعداد مشاهده مقاله: 2,886 تعداد دریافت فایل اصل مقاله: 1,762 |