اثربخشی آموزش مهارت های تنظیم خلق بر خودپنداره و کفایت اجتماعی دانش آموزان با ناتوانی یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد ممتاز روانشناسی، دانشگاه تهران

2 دانشجوی دکتری روانشناسی، دانشگاه تهران

3 دانشجوی کارشناسی ارشد روانشناسی، دانشگاه تهران

4 . دانشجوی کارشناسی ارشد روانشناسی، دانشگاه تهران

jld-3-3-93-3-1

چکیده

پژوهش حاضر با هدف بررسی اثربخشی آموزش مهارت ها ی تنظیم خلق بر خودپنداره و کفایت
اجتماعی دانش آموزان ناتوان یادگیری انجام شد . بدین منظور با است فاده از طرح آزمایشی با پیش آزمون و
پسآزمون با گروه کنترل از بین دانش آموزان ناتوان یادگیری شهر تهران و نمونه در دسترس، 28 نفر
انتخاب و به تصادف در دو گروه آزمایش و کنترل گمارده شدند . هر دو گروه با استفاده از مقیاس کفایت
اجتماعی فلنر ، پرسش نامه خودپنداره بک به عنوان پیش آزمون و پس آزمون مورد ارزیابی قرار گرفتند و
گروه آزمایش به مدت 12 جلسه مهارت های تنظیم خلق را آموزش دیدند. برای مقایسه پس آزمون هر دو
گروه از تحلیل کووریانس استفاده شد . نتایج پژوهش نشان داد که بین میانگین نمرات پیش آزمون و پس -
آزمون در دو گر وه آزمایش و کنترل تفاوت معناداری وجود دارد . از یافته های پژوهش فوق میتوان نتیجه
گرفت که آموزش تنظیم خلق بر خودپنداره و کفایت اجتماعی دانش آموزان با ناتوانی یادگیری مؤثر
است.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities

نویسندگان [English]

  • Gh Afroz 1
  • S Ghasemzadeh 2
  • T Taziki 3
  • A Delgoshad 4
1 Distinguished Professor of Psychology, University of Tehran
2 Ph.D Student of Psychology, University of Tehran
3 Corresponding Auther:M.A Student of Psychology, University of Tehran
4 M.A Student of Psychology, University of Tehran
چکیده [English]

The present study examined the effectiveness of mood regulation skills
training on self concept and social competence of students with learning
disabilities. Therefore, using a quasi-experimental design with pre-test and
post-test and control group, 28 learning disabled students in Tehran were
selected and randomly replaced to experimental and control groups. The
social Competence Scale and Beck Self Concept scale (BSCT) as a pre-test
and post-test questionnaire were evaluated, then the experimental group
attended in 12 sessions of training mood regulation skills. Multivariate
analysis of covariance was used to compare both posttests. The results
showed significant difference in mean scores of pre-test and post-test of
experimental and control groups. The present study indicated that mood
regulation skills training is a useful program in improving self concept and
social competence of students with learning disabilities.

کلیدواژه‌ها [English]

  • Mood regulation skills
  • Self concept
  • social competence
  • Students with learning disabilities
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