تعداد نشریات | 27 |
تعداد شمارهها | 358 |
تعداد مقالات | 3,134 |
تعداد مشاهده مقاله | 4,618,313 |
تعداد دریافت فایل اصل مقاله | 3,144,209 |
مقایسهی ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان با و بدون ناتوانیهای یادگیری | ||
ناتوانی های یادگیری | ||
مقاله 1، دوره 5، شماره 2، اسفند 1394، صفحه 7-26 اصل مقاله (309.32 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسنده | ||
سعید آریاپوران* | ||
استادیار گروه روانشناسی، دانشگاه ملایر | ||
چکیده | ||
هدف این پژوهش بررسی مقایسهی ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان با و بدون ناتوانیهای یادگیری بود. به همین منظور، 66 نفر کودک دارای ناتوانی یادگیری با روش نمونهگیری در دسترس و 66 نفر بدون ناتوانی یادگیری با روش تصادفی، در پژوهش شرکت نمودند. کودکان هر دو گروه از نظر جنس، پایهی تحصیلی و محل سکونت با هم همتا شدند. روش پژوهش، علّی-مقایسهای بود. دادهها با استفاده از مقیاس ابراز هیجانهای کودکان ، ابزار ارزیابی سواد هیجانی کودکان و زیرمقیاس خودکارآمدی اجتماعی از پرسشنامهی خودکارآمدی کودکان جمعآوری شد. برای تجزیه و تحلیل دادهها از تحلیل واریانس چندمتغیری (مانوا) استفاده شد. نتایج نشان داد که میانگین آگاهی ضعیف هیجانی و بیمیلی در ابراز هیجان در کودکان دارای ناتوانی یادگیری و میانگین سواد هیجانی (خودآگاهی و مهارتهای اجتماعی) و خودکارآمدی اجتماعی در کودکان بدون ناتوانی یادگیری، بیشتر بوده است (01/0=p). براساس نتایج، پیشنهاد میشود که جهت بهبود ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان دارای ناتواناییهای یادگیری، به راهبردهای روان شناختی توجه شود. | ||
کلیدواژهها | ||
ابراز هیجان؛ سواد هیجانی؛ خودکارآمدی اجتماعی؛ ناتوانی یادگیری | ||
مراجع | ||
محمدیفر، محمدعلی؛ بشارت، محمدعلی؛ قاسمی، مریم و نجفی، محمود (1386). شیوع و تنوع ناتوانیهای ویژه یادگیری در دانشآموزان دورهی ابتدایی شیراز. روان شناسی تربیتی. 3(9)، 21-42. آریاپوران، سعید؛ امیری منش، مرضیه؛ تقوایی، داود و حق طلب، طاهره (1393). رابطهی ابعاد خودپنداره با انگیزش تحصیلی (خواندن، نوشتن و ریاضی) دانشآموزان ابتدایی دارای ناتوانیهای یادگیری. مجله ناتوانیهای یادگیری. 4(1)، 56-72. زاهد، عادل؛ رجبی، مسعود و امیدی، مسعود (1391). مقایسهی سازگاری اجتماعی، هیجانی، تحصیلی و یادگیری خودتنظیمی در دانشآموزان با و بدون ناتوانی یادگیری. مجلهی ناتواناییهای یادگیری. 1(2)، 43-62. ابوالقاسمی، عباس؛ رضاییجمالویی، حسن؛ نریمانی، محمد و زاهدبابلان، عادل (1390). مقایسهی شایستگی اجتماعی و مؤلفههای آن در دانشآموزان دارای ناتوانی یادگیری و دانشآموزان دارای پیشرفت تحصیلی پایین، متوسط و بالا. مجلهی ناتوانیهای یادگیری، 1(1)، 6-23. سلیمانی، اسماعیل، حبیبی، یعقوب (1393). ارتباط تنظیم هیجان و تابآوری با بهزیستی روان شناختی در دانشآموزان. مجلهی روانشناسی مدرسه، 3 (4)، 51-72. Abolghasemi, A., rezaiy Jamaloiy, H., Narimani, M. & Zahede Babolan, A. (2011). Compassion of social competency and its dimensions in students with LD and students with low academic achievement. Journal of Learning Disabilities., 1(1), 6-23. (Persian)
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders; 4th ed.; Text Revision, (DSM-IV-TR). Washington DC: American Psychiatric Association.
Anderson, S. L., & Betz, N. E. (2001). Sources of social self-efficacy expectations: Their measurement and relation to career development. Journal of Vocational Behavior, 58(1), 98-117.
Ariapooran, S., Amirimanesh, M., Taghvaiy, D., & Haghtalab, T. (2014). Relationship between self-concept and academic motivation (reading, writing and mathematics) in elementary students with LD, Journal of Learning Disabilities, 4(1), 56-72. (Persian)
Bear, G. G., & Minke, K. M. (1996). Positive bias in maintenance of self-worth among children with LD. Learning Disability Quarterly, 19(1), 23-32.
Bilgin, M., & Akkapulu, E. (2007). Some variables predicting social self-efficacy expectation. Social Behavior and Personality, 35(6), 777-788.
Bursuck, W. (1989). A comparison of students with LD to low achieving and higher achieving students on three dimensions of social competence. Journal of Learning Disability, 22(3), 188-194.
Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4), 275-286.
Clever, A., Bear, G. G., & Juvonen, J. (1992). Discrepancies between competence and importance in self-perceptions of children in integrated classrooms. Journal of Special Education, 26(2), 125-138.
Cole, P. M., Michel, M. K., & O’Donnell Teti, L. (1994). The development of emotion regulation and dysregulation:Aclinical perspective.In N. A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development. 59(2-3), 73-100.
Di Giunta, L., Eisenberg, N., Kupfer, A., Steca, P., Tramontano, C., & Caprara, G. V. (2010). Assessing perceived empathic and social self-efficacy across countries. European Journal of Psychological Assessment, 26(2), 77-86.
Donahue, M., & Bryan, T. (1984). Communicative skills and peer relations of learning disabled adolescents. Topics in Language Disorders, 4(2), 10-21.
Fainsilber, L., & Ortony, A. (1987). Metaphorical uses of language in the expression of emotions. Metaphor and Symbolic Activity, 2(4), 239–250.
Fan, J., Meng, H., Gao, X., Lopez, F. J., & Liu, C. (2010). Validation of a U.S. adult social self-efficacy inventory in Chinese populations. The Counseling Psychologist, 38(4), 473-496.
Flanagan, DP; Alfonso, VC. (2011). Essentials of Specific Learning Disability Identification Paperback (E-book also available).
Garber, J., Braafladt, N., & Zeman, J. (1991). The regulation of sad affect: An information-processing perspective. In J. Garber &K.A. Dodge (Eds.), the development of emotion regulation and dysregulation (pp. 208–240). New York: Cambridge University Press.
Garber, J., Walker, L. S., & Zeman, J. (1991). Somatization symptoms in a community sample of children and adolescents: Further validation of the Children’s Somatization Inventory. Psychological Assessment, 3(4), 588–595.
Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology, 15, 291-316.
Ginieri-Coccossis, M., Rotsika, V., Skevington, S., Papaevangelou, S., Malliori, M., Tomaras, V., & Kokkevi, A. (2012). Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: a study of child and parent reports. Child: Care, Health and Development. 39(4), 581-591.
Grassman. H. (2010). Learning disorder. Handbook of Clinical Child Psychiatry. USA. Newyurk: Wiley.
Gunzenhauser, C., Heikamp, T., Gerbino, M., Alessandri, G., Von Suchodoletz, A., & Di Giunta, L (2013). Self-Efficacy in Regulating Positive and Negative Emotions A Validation Study in Germany. European Journal of Psychological Assessment. 29(3), 197-204.
Hampton, N. Z., & Mason, E. (2003). Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students. Journal of School Psychology, 41(2), 101–112.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities. Journal of learning disability. 47(2), 116-24.
Henry, F. M., & Reed, V. A. (1995). Adolescent’s perceptions of the relative importance of communication skills. Language, Speech, & Hearing Services in Schools, 26(3), 263-273.
Hermann, K, S., & Betz, N. E. (2006). Path models of the relationships of instrumentality, social self-efficacy, and self-esteem to depression and loneliness. Journal of Social and Clinical Psychology, 25(10), 1086-1106.
Hermann, K. S., & Betz, N. E. (2004). Path models of the relationships of instrumentality and expressiveness to social self-efficacy, shyness, and depressive symptoms. Sex Roles, 51(1), 55-66.
Hojati, M., Abbasi, M. (2013). Comparsion of self-efficacy and hope among students with and without learning disability. Journal of Special Education and Rehabilitation, 14 (1-2), 66-77
Jordan, P., Aston-James, C & Ashkanasy, N (2006). Evaluating the claims: Emotional Intelligence in the workplace. Chapter in Murphy, K. R (2006), in a critique of Emotional Intelligence: What are the problems and how can them be fixed. Psychology press.
Kistner, J. A., Haskett, M., White, K., & Robbins, F. (1987). Perceived competence and self-worth of learning disabled and normally achieving students. Learning Disability Quarterly, 10(1), 37-44.
Klassen, R. M., & Lynch, SL. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40(6), 494-507.
Langher, V., Ricci, M. E., Reversi, S., & Citarelli, G. (2010). Disabled students and the quality of relationships within the class. Procedia Social and Behavioral Sciences, 5, 2295–2299.
Lapadat, J. C. (1991). Pragmatic language skills of students with language and/or LD: A quantitative synthesis. Journal of LD, 24(3), 147-158.
Lorger, T., Schmidt, M., & Vukman, K. B. (2015). The Social Acceptance of Secondary School Students with Learning Disabilities (LD). Center for Educational Policy Studies Journal, 5(2), 177-193.
Matsushima, R., & Shiomi, K. (2003). Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality, 31(4), 323-332.
Mogasale, V. V., Patil, V. D., Patil, N. M., Mogasale, V. (2012). Prevalence of specific learning disabilities among primary school children in a South Indian city.Indian Journal of Pediatric. 79(3), 342-347.
Mohammadifar, M., Besharat, M., Ghasemi, M., Najafi, M. (2007). Prevalence and rate of special learning disability in elementary students in Shiraz. Educational Psychology, 3(9), 21-42. (Persian)
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145-149.
Nippold, M. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language Speech and Hearing Services in Schools, 24, 21-28.
Penza-Cliyve, S., & Zeman, J. (2002). Initial Validation of Emotion Expression Scale for Children (EESC). Journal of Clinical Child and Adolescent Psychology. 31(4): 540-547.
Pons, F., de Rosnay, M., Bender, P. K., Doudin, P. A., Harris, P. L., Giménez-Dasí, M. (2014). The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence. The Journal of Genetic Psychology. 175(3-4), 301-17
Sahoo, M. K., Biswas, H., & Padhy. S. K. (2015). Psychological Co-morbidity in Children with Specific Learning Disorders. Journal of Family Medicine and Primary Care. 4(1), 21-25.
Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., Minne, E. P. (2010). Direct and indirect measures of social perception, behavior, and emotional functioning in children with Asperger's disorder, nonverbal learning disability, or ADHD. Journal of Abnormal Child Psychology. 38(4), 509-519.
Smith, H. M., & Betz, N. E. (2002). An examination of efficacy and esteem pathways to depression in young adulthood. Journal of Counseling Psychology, 49(4), 438-448.
Soleimani,E. & Habibi, Y. (2014). The relationship between emotion regulation and resiliency with psychological well-being in students. Journal of school psychology, 3(4), 51-72. (Persian)
Southampton Psychology Service. (2003). Emotional literacy. Assessment and intervention. Ages 7 to 11 user's guide. London. GL Assessment Limited.
Steiner, C., & Perry, P. (1997). Achieving Emotional Literacy. London: Bloomsbury.
Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. Monographs of the Society for Research in Child Development. 59(2-3), 25-52.
Walden, T.A., & Field, T.M. (1990). Preschool children's social competence and production and discrimination of affective expressions. British Journal of Developmental psychology. 8, 65-76.
Weare, K. (2003). Developing the emotionally literate school. London: Paul Chapman.
Zahed, A., rajabi, M., & Omidi, M. (2012). Compassion of social, emotional and academic adjustment and learning self-regulation in students with and without LD. Journal of Learning Disabilities, 1(2), 43-62. (Persian)
| ||
آمار تعداد مشاهده مقاله: 3,352 تعداد دریافت فایل اصل مقاله: 3,266 |