Comparison of social anxiety with bullying – victim behavior in students with and without learning disability

Document Type : Research Paper

Authors

1 PhD student, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran.

2 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardebil, Iran.

Abstract

Objective: this study aimed at comparison of social anxiety with bullying–victim behavior in students with and without learning disability
Methods: Method the descriptive study was of causal– comparative type. The statistical population of the study included all students with learning disabilities who referred to the educational centers of Germi city in the 2019-2020 academic year and normal students (without learning disorder) of the same city, of them 60 people (30 people with learning disabilities and 30 people without learning disabilities) were selected by available sampling method.
Results: For gathering the data were used from social anxiety questionnaire and Olivious bullying–victim questionnaire، multivariate analysis of variance (MANOVA) was used to analyze data. the results of variance showed that there is a significant difference between the two groups in social anxiety and bullying – victim behavior (P<0/001); in the other words, the results showed that the level of social anxiety in the group of students with learning disabilities was higher than the group of students without learning disabilities and too the level of bullying-victim behavior in the group of students with learning disabilities was more than the group of students without learning disabilities
Conclusion: the results of studies showed that students with learning disabilities have a higher risk of developing behavioral problems (bullying–victimization). Therefore، production programs academic to parents and educators intention prevention of explosion behavior disorders and diagnosis and treatment timely it is necessary.

Keywords

References

استوار، ص و رضویه، ا. (1392). بررسی ویژگی های روان سنجی مقیاس اضطراب اجتماعی برای نوجوانان (SAS-A) جهت استفاده در ایران.‎ روش­ ها و مدل ­های روان شناختی، 3(12)، 78-69. https://www.sid.ir/paper/227545/fa
اشکانی، ف و حیدری، ح. (1393). تأثیر آموزش تنظیم هیجانی بر بهزیستی روان شناختی و سبک های اسنادی دانش ­آموزان مبتلا به ناتوانی یادگیری مقطع دبستان. مجله­ ی ناتوانی­ های یادگیری، 4(1)، 119-125. https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=306350
افروز، غ.ر.، قاسم زاده، س.، تازیکی، ط.، مهاجرانی، م و دالوند، م.(1393). اثربخشی مداخله های حسی  حرکتی بر افزایش دامنه­ ی توجه دانش ­آموزان با ناتوانی­ های یادگیری. مجله ­ی ناتوانی ­های یادگیری، 4(1)، 23-37. http://jld.uma.ac.ir/article_215_4.html?lang=fa
باعزت، ف.(1387). تعیین عوامل اختلال­­ های هیجانی مؤثر بر نارساخوانی دانش­ آموزان مقطع ابتدایی.  مجله پژوهش در حیطه کودکان استثنایی، 8(4)، 404-412.  https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=122716
بلبلی، ل.، حبیبی، ی و رجبی، ع.(1392). تاثیر افزایش ساعات ورزش بر تصویر بدنی، توده ی بدنی و اضطراب اجتماعی در دانش ­آموزان. مجله روان‌شناسی مدرسه، 2(2)، 29-43. https://www.sid.ir/fA/Journal/ViewPaper.aspx?id=198682
بهرامی، م.، ابوالقاسمی، ع و نریمانی، م. (1392).  مقایسه ادراک از خود و رفتارهای ایمنی در دانش­ آموزان دارای نشانه ­های اختلال اضطراب اجتماعی و بهنجار. مجله­ روان‌شناسی مدرسه، 2(3)، 62-79. https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=199580
حسنوندعموزاده، م.، حسنوندعموزاده، ع و حسنوندعموزاده، م.(1392). اثربخشی آموزش مهارت­ های مدیریت خشم بر اضطراب اجتماعی و مهارت خودنظم ­دهی خشم در پسران مضطرب دبیرستانی. فصلنامه دانش و پژوهش در روان‌شناسی کاربردی، 4(54)، 74-84.  https://www.sid.ir/en/journal/ViewPaper.aspx?id=353330
شهیم، س.(1382). مقایسه مهارت­های اجتماعی و مشکلات رفتاری در دو گروه کودکان عادی و کودکان دارای ناتوانی­ های یادگیری در مدرسه و خانه. مجله روان‌شناسی و تربیتی، 33(1)، 121-138. https://journal.ut.ac.ir/article_10575.html
عباسی، م. (1394).  مقایسة بهزیستی اجتماعی و اضطراب اجتماعی در دانش ­آموزان با و بدون ناتوانی یادگیری خاص. مجله ناتوانی­ های یادگیری، 5(2)، 74-91. http://jld.uma.ac.ir/article_393.html?lang=fa
قوامی، م.، فاتحی زاده، م.، فرامرزی، س و نوری امامزاده ئی، ا. (1393). اثربخشی رویکرد روایت درمانی بر اضطراب اجتماعی و عزت‌نفس دانش‌آموزان دختر دوره‌ی راهنمایی. روان‌شناسی مدرسه و آموزشگاه، 3(3)، 73-61. http://jsp.uma.ac.ir/article_231_18.html?lang=fa
گنجی، م و گنجی، ح. (1392). روان‌شناسی کودکان استثنایی براساسDSM-5 . تهران: انتشارات ساوالان. https://www.adinehbook.com/gp/product/9647609869
گورمن، ج. (2002). اختلالات هیجانی و ناتوانی های یادگیری در کلاس های ایتدایی. ترجمه محمد نریمانی و ناصر دگرماندروق(1383). چاپ اول، اردبیل، انتشارات نیک آموز . https://www.adinehbook.com/gp/product/9647875266
نریمانی، م.، رجبی، س.، افروز ، غ.ر و صمدی خوشخو، ح.(1390). بررسی کارآمدی مراکز ناتوانی­ های یادگیری استان اردبیل در بهبود علایم اختلال یادگیری دانش ­آموزان. مجله ­­­ی ناتوانی­ های یادگیری، 1(1)، 109-128. https://www.sid.ir/fa/Journal/ViewPaper.aspx?ID=151095
References
Abbasi, M. (2016). Comparison of social well-being and social anxiety in students with and without special learning disabilities. Journal of learning disability, 5(2), 74-91. (Persian) http://jld.uma.ac.ir/article_393.html?lang=en
Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current directions in psychological science, 4(6), 196-200. [DOI.org/10.1111/1467-8721.ep10772640]
La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of abnormal child psychology, 26(2), 83-94.  https://link.springer.com/article/10.1023/A:1022684520514
Afrooz, G. H., Ghasemzadeh, S., Taziki, T., Mohajerani, M., Dalvand, M. (2014).Effectiveness of sensorimotor interventions to increase the attention span of students with learning disabilities. Journal of Learning Disabilities, 4(1), 119-125. (Persian). http://jld.uma.ac.ir/article_215_4.html?lang=fa
Ashkani, F., Heydari, A. (2014). Effects of emotional adjustment on psychological welfare and attributional styles of students with learning disabilities in primary school. Journal of Learning Disabilities, 4(1), 119-125. (Persian). http://jld.uma.ac.ir/article_214_en.html?lang=en
Baezzat, F. (2007). Determining the factors of emotional disorders affecting dyslexia in primary school students. Journal of research in exceptional children, 8(4), 404-412.  (Persian). http://joec.ir/browse.php?a_id=340&sid=1&slc_lang=en
Bryan T, Werner M, Pearl R. (1982). Learning disabled student conformity responses to pro social and antisocial situations. Learning Disability Quarterly, 5(4), 344-352. [DOI.org/10.2307/1510916]
Bahrami, M., Abolghasemi, A., Narimani, M. (1392). Comparison of self-Perception and immunologic behavior in students with symptoms of social anxiety disorder and normal students. School Psychology Journal, 2(3) 62-79. (Persian). http://jsp.uma.ac.ir/article_71.html
Bolboli, L., Habibi, Y., Rajabi, A. (2013). The effect of exercise on body image, body mass and social anxiety in students. Journal of school psychology, 2(2), 29-43. (Persian). http://jsp.uma.ac.ir/article_61.html?lang=en
Dodge, K. A., Lansfor, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information processing factors in the development of aggressive behavior problems in children. Child Dev, 74(2), 374-393. [DOI.org/10.1111%2F1467-8624.7402004]
Dodge, K. A., Mcclaskey, C. L., & Feldman, E. (1985). Situational approach to the assessment of social competence in children. J Consult Clin Psychol, 53(3), 344-353. [DOI.org/10.1037/0022-006X.53.3.344]
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(2), 97-105. [DOI.org/10.1016/j.aip.2010.02.003]
Gredler, G. R., & Olweus, D. (2003). Bullying at school: What we know and what we can do. Psychology in the Schools, 40(6), 699-700. [DOI.org/10.1002/pits.10114]
Glew, G. M., Fan, M. Y., Katon, W., & Rivara, F. P. (2008). Bullying and school safety. The Journal of pediatrics. 152(1), 123-8. [DOI.org/10.1016/j.jpeds.2007.05.045]
Ghanji, M., Ghanji, H (2012). Exceptional child psychology based DSM-5. Tehran: Savalan Publication. (Persian). https://www.adinehbook.com/gp/product/9647609869
Gerber, P. J., & Zinkgraf, S. A. (1982). A comparative study of social perceptual ability in learning disabled and non-handicapped students. Learning Disability Quarterly, 5(4), 347-378. [DOI.org/10.2307/1510920]
Hasanvand amoozadeh, M., Hasanvand amoozadeh, A., Hasanvand amoozadeh, M. (2013). The effectiveness of anger management skills training on social anxiety and anger self- regulation skills in troubled boy's high school. Journal of   Knowledge and Research in Applied Psychology, 4(54), 74-84. (Persian). https://www.sid.ir/en/journal/ViewPaper.aspx?id=353330
Hughes, W., & Dawson. (1995). Memories of school: Adult dyslexics recall their school days. Support for learning، 10(4), 181-184. [DOI.org/10.1111/j.1467-9604.1995.tb00037.x]
Kravetz, S., Faust, M., & Shalhav, S. (1999). LD, interpersonal understanding, and social behavior in the classroom. Learning Disability Quarterly, 32(3), 248-255. [DOI.org/10.1177%2F002221949903200306]
Kisner, J. A., & Gatlin, D. (1989). Correlates of peer rejection among children with learning disabilities. Learning Disability Quarterly, 12(2), 133-140. [DOI.org/10.2307/1510729]
Leary, M. R., Schrendorfer, L. S., & Haupt, A. L. (1995).The role of low self-esteem in emotional and behavioral problems: why is low self-esteem dysfunctional? J Soc Clin Psychol, 14(3), 297-314. https://capmh.biomedcentral.com/articles/10.1186/s13034-017-0207-y
Lee, C. H. (2010). Personal and interpersonal correlates of bullying behaviors among Korean middle school students. Journal of interpersonal violence. 25(1), 152-76. [DOI.org/10.1177/0886260508329124]
Lerner, J. W. (2012). Learning disabilities: Theories, diagnosis, and Teaching strategies (9th Ed.). Boston: MA: Houghton Mifflin. https://www.amazon.com/Learning-Disabilities-Theories-Diagnosis-Strategies/dp/061822405X
Lodygowska, E., & Czepita, D. (2012). School phobia in children with dyslexia. Annales Academiae Medicae Stetinensis, 58(1), 66-70. https://pubmed.ncbi.nlm.nih.gov/23547398/
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Jama. 285(16), 2094-100. https://jamanetwork.com/journals/jama/fullarticle/193774
Narimani, M., Rajabi, S., Afrooz, G. H., Samadi Khoshkho, H (2011). Effectiveness of learning disability centers in improving learning disorder symptoms of students in Ardabil. Journal of Learning Disabilities, 1(1), 109-128. (Persian). http://jld.uma.ac.ir/article_93.html?lang=en
Patchin, J. W., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth and Society. 43(2), 727-51. [DOI.org/10.1177/0044118X10366951]
Shahim, S. (2003). Comparison of social skills and behavioral problems in two groups of normal chidren and chidren with learning disabilities in school and home. Journal of Psychology & Educational. 33(1), 121-138. [Persian]. https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=14760
Yu, J. W., Buka, S. L., Mc, Cormick, M. C., Fitzmaurice, G. M., & Indurkhya, A. (2006). Behavioral problems and the effects of early intervention on eight year old children with learning disabilities. Matern Child Health J, 10(4), 329-338. [DOI.org/10.1007/s10995-005-0066-7]

Files

Share

How to cite

Statistics