اثر بخشی آموزش کنترل تکانه بر پردازش هیجانی، تکانشوری و حواس پرتی دانش آموزان مبتلا به اختلال ریاضی

نوع مقاله: مقاله پژوهشی

نویسنده

استاد گروه روانشناسی، دانشگاه محقق اردبیلی

jld-2-2-91-11-6

چکیده

هدف این مطالعه بررسی اثر بخشی آموزش کنترل تکانه بر پردازش هیجانی، تکانشوری و حواس پرتی
دانش آموزان مبتلا به اختلال ریاضی بود. این پژوهش آزمایشی و از نوع پیشآزمون وپسآزمون با گروه
کنترل است. جامعه آماری این پژوهش را کلیه دانش آموزان پسر سال دوم و سوم مقطع راهنمایی
90 تشکیل میدهند. آزمودنیهای پژوهش شامل 40 دانش آموز - شهرستان اردبیل در سال تحصیلی 91
دارای اختلال ریاضی بود که از میان دانش آموزان پنج مدرسه راهنمایی شهر اردبیل به صورت تصادفی
ساده انتخاب و در دو گروه آزمایش و کنترل( 20 نفر برای هرگروه) گمارده شدند. برای جمع آوری
داده ها ازپرسشنامه پردازش هیجانی، تکانشوری و حواس پرتی استفاده شد. نتایج تحلیل
نشان داد برنامه درمانی کنترل تکانه بر پردازش هیجانی، تکانشوری و (MANCOVA) کوواریانس
حواس پرتی تأثیر دارد به این صورت که منجر به کاهش هیجانات منفی، تکانشوری و حواس پرتی دانش
آموزان دارای اختلال ریاضی میشود. این نتایج نیز تلویحات مهمی در زمینه پیشگیری، آسیب شناسی و
درمان این اختلال دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The effectivness of impulse control training on emotional processing, impulsivity and distractibility of students with dyscalculia

نویسنده [English]

  • M Narimani
Assistant Professor of Psychology, Department of psychology, University of Mohaghegh Ardabili
چکیده [English]

The purpose of this study was to investigate the effectivness of impulse
control training on emotional processing, impulsivity and distractibility of
students with dyscalculia. This research was an experimental study
including pre-tests and post-tests with a control group. The statistical
universe of the study included all second-grade and third-grade high school
male students in Ardebil city in the academic year 1390-91 (A.H.). The
subjects of the study included 40 students with dyscalculia chosen through
simple random sampling from among the students of five high schools in
Ardebil city. They were assigned to two groups of control and expermental
(20 students in each group). To gather data, the questionnaires of emotional
processing, impulsivity, and distractibility were used. The results of
multivariate analysis of covariance (MANCOVA) showed that the treatment
program of impulse control influenced emotional processing, impulsivity,
and distractibility, so that it led to a reduction in negative emotions,
impulsiveness and distractibility in students with dyscalculia. These results
also have important implications in the field of prevention, pathology and
treatment of this disorder.

کلیدواژه‌ها [English]

  • control
  • emotional processing
  • impulsivity
  • distractibility
  • dyscalculia
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