تحلیل تفاوت های پردازش هیجان، عملکرد حافظه کاری، مهارت های سازشی و مشکلات رفتاری در دانش آموزان نارساخوان و عادی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد ممتاز گروه روانشناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 دانشجوی دکتری روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

3 استاد گروه روانشناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

4 استادیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.

5 دانشیار گروه مغز و اعصاب، دانشکده پزشکی، دانشگاه علوم پزشکی اردبیل، اردبیل، ایران.

چکیده

اهداف
هدف پژوهش حاضر، مقایسه پردازش هیجانی، عملکرد حافظه کاری، مهارت‌های سازشی و مشکلات رفتاری در دانش‌آموزان دارای نارساخوانی و دانش‌آموزان عادی بود.
مواد و روش‌ها
این مطالعه از نوع علی-مقایسه‌ای و در سال ۱۴۰۳ در شهر اردبیل انجام شد. جامعه آماری شامل دانش‌آموزان پایه پنجم و ششم ابتدایی بود که از میان آن‌ها 58 نفر دارای نارساخوانی و 64 نفر دانش‌آموز عادی به روش نمونه‌گیری هدفمند انتخاب و با هم همتا شدند. ابزارهای پژوهش شامل آزمون Go/No-Go هیجانی برای سنجش پردازش هیجانی، آزمون حافظه کاری N-back، پرسشنامه مهارت‌های اجتماعی (نسخه والدین) توسط گرشام و الیوت و فرم اطلاعات جمعیت‌شناختی بود. داده‌ها با استفاده از آزمون تحلیل واریانس و یومان ویتنی مورد تجزیه و تحلیل قرار گرفتند.
یافته‌ها
نتایج نشان داد که دانش‌آموزان دارای نارساخوانی در تمامی مؤلفه‌های پردازش هیجانی، عملکرد حافظه کاری هیجانی و مهارت های اجتماعی عملکرد ضعیف‌تری نسبت به دانش‌آموزان عادی داشتند نحوی که افراد نارسا خوان در میزان سرعت واکنش، دقت پاسخ به محرک های هیجانی و حتی خنثی نسبت به افراد عادی عملکرد پایین تری داشتند. همچنین خطای حذف و ارتکاب آنها نیز پایین تر بود. این یافته‌ها بیانگر وجود ضعف‌های هم‌زمان شناختی، هیجانی و اجتماعی در این گروه است.
نتیجه گیری
این نتایج نشان می‌دهد که ناتوانی یادگیری تنها محدود به حوزه تحصیلی نیست، بلکه با نقص‌هایی در فرآیندهای هیجانی، شناختی و اجتماعی همراه است. از این‌رو، مداخلات آموزشی باید هم‌زمان بر تقویت حافظه کاری، بهبود پردازش هیجان و روابط اجتماعی متمرکز شوند تا زمینه رشد همه‌جانبه این دانش‌آموزان فراهم گردد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in Analysis of differences in emotion processing, working memory performance, adaptive skills, and behavioral problems in dyslexic and

نویسندگان [English]

  • Mohammad Narimani 1
  • Matineh Ebadi 2
  • Seyfollah Aghajani 3
  • Sanaz Einy 4
  • Ghasem Fattahzadeh Ardalani 5
1 Distinguished Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 PhD Student of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
3 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
4 Assistant Professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
5 Associate Professor, Department of Neurology, Faculty of Medicine, Ardabil University of Medical Science, Ardabil, Iran
چکیده [English]

Objective: The present study aimed to compare emotional processing, working memory performance, adaptive skills, and behavioral problems between students with dyslexia and typically developing students.
Method: This causal-comparative study was conducted in 2024 in Ardabil, Iran. The statistical population included fifth- and sixth-grade elementary students, from which 58 students with dyslexia and 64 typical students were selected using purposive sampling and matched accordingly. The research instruments included the Emotional Go/No-Go Task for assessing emotional processing, Emotional 1-Back Task, the Social Skills Rating System (Parent Form) by Gresham and Elliott, and a demographic information form. Data were analyzed using analysis of variance (ANOVA) and Mann-Whitney U test.
Results: Results indicated that students with dyslexia performed more poorly than typically developing students across all components of emotional processing, emotional working memory performance, and social skills. Specifically, individuals with dyslexia showed lower performance in reaction time and response accuracy to both emotional and neutral stimuli. In addition, they committed more omission and commission errors. These findings suggest the presence of concurrent cognitive, emotional, and social deficits in this group.
Conclusion: The findings highlight that learning disabilities are not confined to academic skills but are also associated with impairments in emotional, cognitive, and interpersonal functioning. Therefore, educational interventions should simultaneously focus on enhancing working memory, improving emotional processing, and fostering social relationships to support the holistic development of these students.

کلیدواژه‌ها [English]

  • Dyslexia
  • Emotional Processing
  • Working Memory
  • Adaptive Skills
  • Behavioral Problem

مراجع

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به پژوه، ع.، غباری، ب.، خانزاده، ع.، حجازی، ع. (1384). مقایسه مهارت‌های اجتماعی دانش‌آموزان کم‌شنوا در مدارس تلفیقی و غیر تلفیقی. مجله روانشناسی و علوم تربیتی، 35(2)، 63-83.  https://journals.ut.ac.ir/article_25657.html
شاکر، ز،. سلیمانی، ا. و یعقوبی، ا. (1405). ارایه مدل اضطراب یادگیری زبان بر پایه آگاهی فراشناختی شنیداری با تاکید بر نقش میانجی تنظیم هیجان. فصلنامه روانشناسی مدرسه و آموزشگاه، 15(1)، 12-22. [DOI:10.22098/jsp.2026.15651.5924]
شهیم، س. (2002). بررسی مهارت‌های اجتماعی در گروهی از دانش‌آموزان نابینا از دیدگاه معلمان. مجله روانشناسی و علوم تربیتی، 32(1)، 121-139. https://sid.ir/paper/55590/fa
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