Comparing group participation and rejection sensitivity in the students with or without learning disorders

Narimani, M; Aghajani, S; Mohsenpour, Z

doi:10.22098/jld.2020.1051

Comparing group participation and rejection sensitivity in the students with or without learning disorders

Document Type : Research Paper

Authors

¹ Distinguished Professor of Psychology, University of Mohaghegh Ardabili

² Associate Professor of Psychology, University of Mohaghegh Ardabili

³ M.A. of Clinical Psychology, Payam Noor University

10.22098/jld.2020.1051

Abstract

The present survey goal was comparing group participation and rejection sensitivity in the students with or without learning disorder. The research method was a casual-comparative one. The statistical population of the study was overall primary students of Ardebil city in the 2015-2016 educational year that by the cluster sampling method, 30 individuals with the disorder and 30 ones without learning disorder were chosen as a statistical sample. Data collecting was performed through the group participation and rejection sensitivity trials. The research data were analyzed by a multivariate variance analysis trial. The survey findings indicated that there was a meaningful difference in rejection sensitivity between the two groups. Also, group participation among the common individuals was higher than the people with a learning disorder. According to these results, the content of special educational and psychological programs can be designed and implemented to improve the problems of students with learning disabilities.

Keywords

References

پلنگی، ابوافضل؛ حبیبی، یاسر و قاسمی نژاد، محمد علی (1395). مقایسه‌ فشار اجتماعی و حساسیت به طرد در دانش‌آموزان با و بدون لکنت زبان. مجلهی روان شناسی مدرسه، 5(3)، 38-24.

دلاور، علی (1387). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی، تهران، انتشارات رشد.

شهیم، سیما (1383). مقیاس تجدید نظرشده هوشی وکسلر برای کودکان. انطباق وهنجاریابی شیراز. انتشارات دانشگاه شیراز.

نوابخش، مهرداد و اسمی جوشقانی، زهرا. (1391). عوامل اجتماعی و فرهنگی مؤثر بر میزان مشارکت دانش‌آموزان در فعالیت‌های دانش‌آموزی. مطالات توسعه اجتماعی ایران، 4(4)، 121-105.

علاقه بند، علی (1384). جامعه شناسی آموزش و پرورش. تهران، انتشارات فروردین.

کاشانی موحد، آمنه (1384). رابطه حافظه فعال و پایداری هیجانی دانش‌آموزان با و بدون اختلال نارسایی توجه/بیش فعالی، پایان‌نامه کارشناسی‌ارشد. دانشکده روانشناسی و علوم‌تربیتی، دانشگاه علامه طباطبایی.

Asher, S. Taylor, A. (2011). The social outcomes of mainstreaming: sociometric assessment and beyond. Exceptional children quarterly, 12, 12-39.

Alaqheband, A. (2005). Sociology of Education. Tehran, Farvardin Publications. (Persian).

Bauminger, N. & Kimhi-Kind, I. (2008). Social information processing, security of attachment, and emotion regulation in children with learning disabilities. Journal of Learning Disabilities, 41, 315–332.

Bauminger, N. Edelsztein, H. S. Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of Learning Disabilities, 38, 45–61.

Delavar, A. (2005). Theoretical and practical foundations of research in humanities and social sciences, sixth edition, Tehran, Roshd Publications. (Persian).

Besharat, M. A. (2007). Reliability and factorial validity of Farsi version of the Toronto Alexithymia Scale with a sample of Iranian students. Psychological Reports, 101, 209-220.

Brennan, M. L. Bradshaw, C. P. Sawyer, A. L. (2009). Examining developmental deferences in the social-emotional problems among frequent bullienes, victims, and bully/victims. Journal of psychology in the schools, 46(2), 100-115.

Downey, G. & Feldman, S.I. (1996). Implications of rejection sensitivity for intimate relationships. Journal of Personality and Social Psychology, 70, 1327–1343.

Crick, N. & Dodge, K. (2009). Reformulation in judgment about children, Psychological social bulletin, 115, 74-80.

Kronenberger, W. G. & Dunn, D.W. (2020). Learning Disability. Neurologic clinics, 21(4), 941-952.

Fletcher, J. M. Morris, R. D. & Lyon, G. R. (2013). Classification and definition of learning disabilities: An integrative perspective. In H.L. Swanson, K.R. Harris, & S. Graham (Eds). Handbook of learning disabilities. New York: The Guilford Press. 30–56

Klassen, R. M. & Lynch, S. L. (2010). Self-efficacy from the perspective of adolescents with learning disabilities and their specialist teachers. Journal of Learning Disabilities, 40, 494–507.

Kashani Movahed, A. (2005). Relationship between working memory and students' emotional stability with and without attention deficit / hyperactivity disorder, Master Thesis of Allameh Tabatabaei University, Faculty of Psychology and Educational Sciences. (Persian).

Lemmens, J. S. Valkenburg, P. M. Goodman, P. R. Ford, T. & Beveridge, M. (2011). ADHD and conduct disorders and involvement in different bulling roles in a british community sample. University of Bristol: AvonLongtitudinal Study of Parents and Children. Department of Social Medicine.

Mikhailitchenko, A. & William J. (2006). Inter- organizational relationship strategies and management style in SMEs, The Leadership and Organization Development Journal, 27(6): 428-448.

Navabakhsh,M. & Esmi Josheghani, Z. (2012). The Survey of Social and Cultural Factors Affecting the Student Participation Rates in Students’ Activities. Iranian Social Development Studies, 4(4), 105-122. (Persian).

Palangi, A. Habibi, Y. & Ghasemi nejad, M.A. (2016). Comparing social stress and sensitivity to rejection in children with and without stuttering. Journal of school psychology, 3(19), 24-38. (Persian).

Shahim, S. (2004). Revised Wechsler IQ Scale for Children. Shiraz University Adaptation and Standardization, Shiraz University Publications. (Persian).

Walker, D. & Hopes, J. (2013). Maston evaluation of social skills with youngesters, McGrow- Hill.