مقایسه‌ی ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان با و بدون ناتوانی‌های یادگیری

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه روان‌شناسی، دانشگاه ملایر

چکیده

هدف این پژوهش بررسی مقایسه‌ی ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان با و بدون ناتوانی‌های یادگیری بود. به همین منظور، 66 نفر کودک دارای ناتوانی یادگیری با روش نمونه‌گیری در دسترس و 66 نفر بدون ناتوانی یادگیری با روش تصادفی، در پژوهش شرکت نمودند. کودکان هر دو گروه از نظر جنس، پایه‌ی تحصیلی و محل سکونت با هم همتا شدند. روش پژوهش، علّی-مقایسه‌ای بود. داده‌ها با استفاده از مقیاس ابراز هیجان‌های کودکان ، ابزار ارزیابی سواد هیجانی کودکان و زیرمقیاس خودکارآمدی اجتماعی از پرسشنامه‌ی خودکارآمدی کودکان جمع‌آوری شد. برای تجزیه و تحلیل داده‌ها از تحلیل واریانس چندمتغیری (مانوا) استفاده شد. نتایج نشان داد که میانگین آگاهی ضعیف هیجانی و بی‌میلی در ابراز هیجان در کودکان دارای ناتوانی یادگیری و میانگین سواد هیجانی (خودآگاهی و مهارت‌های اجتماعی) و خودکارآمدی اجتماعی در کودکان بدون ناتوانی یادگیری، بیشتر بوده است (01/0=p). براساس نتایج، پیشنهاد می‌شود که جهت بهبود ابراز هیجان، سواد هیجانی و خودکارآمدی اجتماعی در کودکان دارای ناتوانایی‌های یادگیری، به راهبردهای روان شناختی توجه شود.

کلیدواژه‌ها


عنوان مقاله [English]

Comparing the emotion expression, emotional literacy and social self-efficacy in children with and without learning disabilities

نویسنده [English]

  • S Ariapooran
Corresponding Author: Assistant Professor of Psychology, Malayer University
چکیده [English]

       The purpose of this study was to compare the emotion expression, emotional literacy and social self-efficacy in children with and without Learning Disabilities (LD). To this end, 66 children with LD 66 children without LD were selected through available sampling and random sampling, respectively. Participants of the two groups were homogeneous in terms of gender, academic grade, and residence. Research method was causal-comparison. Data were collected using the Emotion Expression Scale for Children (Penza-Clyve & Zeman, 2002), Emotional Literacy Assessment Instrument (Southampton Psychology Service, 2003) and social self-efficacy subscale of Self-Efficacy Questionnaire for Children (Muris, 2001). Multivariate Analysis of Variance (MANOVA) was used for analyzing the data. Results indicated that the mean of poor emotional awareness and reluctance in expressing emotion was higher in children with LD compared to children without LD, and for emotional literacy (self-awareness and social skills) and social self-efficacy was higher in children without LD than children with LD. According to the results, attention to psychological strategies for improving the emotion expression, emotional literacy and social self-efficacy in children with LD was suggested.

محمدی­فر، محمدعلی؛ بشارت، محمدعلی؛ قاسمی، مریم و نجفی، محمود (1386). شیوع و تنوع ناتوانی‌های ویژه یادگیری در دانش‌آموزان دوره‌ی ابتدایی شیراز. روان شناسی تربیتی. 3(9)، 21-42.
آریاپوران، سعید؛ امیری منش، مرضیه؛ تقوایی، داود و حق طلب، طاهره (1393). رابطه‌ی ابعاد خودپنداره با انگیزش تحصیلی (خواندن، نوشتن و ریاضی) دانش‌آموزان ابتدایی دارای ناتوانی‌های یادگیری. مجله ناتوانی‌های یادگیری. 4(1)، 56-72.
زاهد، عادل؛ رجبی، مسعود و امیدی، مسعود (1391). مقایسه‌ی سازگاری اجتماعی، هیجانی، تحصیلی و یادگیری خودتنظیمی در دانش‌آموزان با و بدون ناتوانی یادگیری. مجله‌ی ناتوانایی‌های یادگیری. 1(2)، 43-62.
ابوالقاسمی، عباس؛ رضایی‌جمالویی، حسن؛ نریمانی، محمد و زاهدبابلان، عادل (1390). مقایسه‌ی شایستگی اجتماعی و مؤلفه‌های آن در دانش‌آموزان دارای ناتوانی یادگیری و دانش‌آموزان دارای پیشرفت تحصیلی پایین، متوسط و بالا. مجله‌ی ناتوانی‌های یادگیری، 1(1)، 6-23.
سلیمانی، اسماعیل، حبیبی، یعقوب (1393). ارتباط تنظیم هیجان و تاب‌آوری با بهزیستی روان شناختی در دانش‌آموزان. مجله‌ی روان‌شناسی مدرسه، 3 (4)، 51-72.
Abolghasemi, A., rezaiy Jamaloiy, H., Narimani, M. & Zahede Babolan, A. (2011). Compassion of social competency and its dimensions in students with LD and students with low academic achievement. Journal of Learning Disabilities., 1(1), 6-23. (Persian)
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders; 4th ed.; Text Revision, (DSM-IV-TR). Washington DC: American Psychiatric Association.
Anderson, S. L., & Betz, N. E. (2001). Sources of social self-efficacy expectations: Their measurement and relation to career development. Journal of Vocational Behavior, 58(1), 98-117.
Ariapooran, S., Amirimanesh, M., Taghvaiy, D., & Haghtalab, T. (2014). Relationship between self-concept and academic motivation (reading, writing and mathematics) in elementary students with LD, Journal of Learning Disabilities, 4(1), 56-72. (Persian)
Bear, G. G., & Minke, K. M. (1996). Positive bias in maintenance of self-worth among children with LD. Learning Disability Quarterly, 19(1), 23-32.
Bilgin, M., & Akkapulu, E. (2007). Some variables predicting social self-efficacy expectation. Social Behavior and Personality, 35(6), 777-788.
Bursuck, W. (1989). A comparison of students with LD to low achieving and higher achieving students on three dimensions of social competence. Journal of Learning Disability, 22(3), 188-194.
Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4), 275-286.
Clever, A., Bear, G. G., & Juvonen, J. (1992). Discrepancies between competence and importance in self-perceptions of children in integrated classrooms. Journal of Special Education, 26(2), 125-138.
Cole, P. M., Michel, M. K., & O’Donnell Teti, L. (1994). The development of emotion regulation and dysregulation:Aclinical perspective.In N. A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development. 59(2-3), 73-100.
Di Giunta, L., Eisenberg, N., Kupfer, A., Steca, P., Tramontano, C., & Caprara, G. V. (2010). Assessing perceived empathic and social self-efficacy across countries. European Journal of Psychological Assessment, 26(2), 77-86.
Donahue, M., & Bryan, T. (1984). Communicative skills and peer relations of learning disabled adolescents. Topics in Language Disorders, 4(2), 10-21.
Fainsilber, L., & Ortony, A. (1987). Metaphorical uses of language in the expression of emotions. Metaphor and Symbolic Activity, 2(4), 239–250.
Fan, J., Meng, H., Gao, X., Lopez, F. J., & Liu, C. (2010). Validation of a U.S. adult social self-efficacy inventory in Chinese populations. The Counseling Psychologist, 38(4), 473-496.
Flanagan, DP; Alfonso, VC. (2011). Essentials of Specific Learning Disability Identification Paperback (E-book also available).
Garber, J., Braafladt, N., & Zeman, J. (1991). The regulation of sad affect: An information-processing perspective. In J. Garber &K.A. Dodge (Eds.), the development of emotion regulation and dysregulation (pp. 208–240). New York: Cambridge University Press.
Garber, J., Walker, L. S., & Zeman, J. (1991). Somatization symptoms in a community sample of children and adolescents: Further validation of the Children’s Somatization Inventory. Psychological Assessment, 3(4), 588–595.
Gecas, V. (1989). The social psychology of self-efficacy. Annual Review of Sociology, 15, 291-316.
Ginieri-Coccossis, M., Rotsika, V., Skevington, S., Papaevangelou, S., Malliori, M., Tomaras, V., & Kokkevi, A. (2012). Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: a study of child and parent reports. Child: Care, Health and Development. 39(4), 581-591.
Grassman. H. (2010). Learning disorder. Handbook of Clinical Child Psychiatry. USA. Newyurk: Wiley.
Gunzenhauser, C., Heikamp, T., Gerbino, M., Alessandri, G., Von Suchodoletz, A., & Di Giunta, L (2013). Self-Efficacy in Regulating Positive and Negative Emotions A Validation Study in Germany. European Journal of Psychological Assessment.  29(3), 197-204.
Hampton, N. Z., & Mason, E. (2003). Learning Disabilities, Gender, Sources of Efficacy, Self-Efficacy Beliefs, and Academic Achievement in High School Students. Journal of School Psychology, 41(2), 101–112.
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities. Journal of learning disability. 47(2), 116-24.
Henry, F. M., & Reed, V. A. (1995). Adolescent’s perceptions of the relative importance of communication skills. Language, Speech, & Hearing Services in Schools, 26(3), 263-273.
Hermann, K, S., & Betz, N. E. (2006). Path models of the relationships of instrumentality, social self-efficacy, and self-esteem to depression and loneliness. Journal of Social and Clinical Psychology, 25(10), 1086-1106.
Hermann, K. S., & Betz, N. E. (2004). Path models of the relationships of instrumentality and expressiveness to social self-efficacy, shyness, and depressive symptoms. Sex Roles, 51(1), 55-66.
Hojati, M., Abbasi, M. (2013). Comparsion of self-efficacy and hope among students with and without learning disability. Journal of Special Education and Rehabilitation, 14 (1-2), 66-77
Jordan, P., Aston-James, C & Ashkanasy, N (2006). Evaluating the claims: Emotional Intelligence in the workplace. Chapter in Murphy, K. R (2006), in a critique of Emotional Intelligence: What are the problems and how can them be fixed. Psychology press.
Kistner, J. A., Haskett, M., White, K., & Robbins, F. (1987). Perceived competence and self-worth of learning disabled and normally achieving students. Learning Disability Quarterly, 10(1), 37-44.
Klassen, R. M., & Lynch, SL. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40(6), 494-507.
Langher, V., Ricci, M. E., Reversi, S., & Citarelli, G. (2010). Disabled students and the quality of relationships within the class. Procedia Social and Behavioral Sciences, 5, 2295–2299.
Lapadat, J. C. (1991). Pragmatic language skills of students with language and/or LD: A quantitative synthesis. Journal of LD, 24(3), 147-158.
Lorger, T., Schmidt, M., & Vukman, K. B. (2015). The Social Acceptance of Secondary School Students with Learning Disabilities (LD). Center for Educational Policy Studies Journal, 5(2), 177-193.
Matsushima, R., & Shiomi, K. (2003). Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality, 31(4), 323-332.
Mogasale, V. V., Patil, V. D., Patil, N. M., Mogasale, V. (2012). Prevalence of specific learning disabilities among primary school children in a South Indian city.Indian Journal of Pediatric. 79(3), 342-347.
Mohammadifar, M., Besharat, M., Ghasemi, M., Najafi, M. (2007). Prevalence and rate of special learning disability in elementary students in Shiraz. Educational Psychology, 3(9), 21-42. (Persian)
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145-149.
Nippold, M. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language Speech and Hearing Services in Schools, 24, 21-28.
Penza-Cliyve, S., & Zeman, J. (2002). Initial Validation of Emotion Expression Scale for Children (EESC). Journal of Clinical Child and Adolescent Psychology. 31(4): 540-547.
Pons, F., de Rosnay, M., Bender, P. K., Doudin, P. A., Harris, P. L., Giménez-Dasí, M. (2014). The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence.  The Journal of Genetic Psychology.  175(3-4), 301-17
Sahoo, M. K., Biswas, H., & Padhy. S. K. (2015). Psychological Co-morbidity in Children with Specific Learning Disorders. Journal of Family Medicine and Primary Care. 4(1), 21-25.
Semrud-Clikeman, M., Walkowiak, J., Wilkinson, A., Minne, E. P. (2010). Direct and indirect measures of social perception, behavior, and emotional functioning in children with Asperger's disorder, nonverbal learning disability, or ADHD. Journal of Abnormal Child Psychology. 38(4), 509-519.
Smith, H. M., & Betz, N. E. (2002). An examination of efficacy and esteem pathways to depression in young adulthood. Journal of Counseling Psychology, 49(4), 438-448.
Soleimani,E. & Habibi, Y. (2014). The relationship between emotion regulation and resiliency with psychological well-being in students. Journal of school psychology, 3(4), 51-72. (Persian)
Southampton Psychology Service. (2003). Emotional literacy. Assessment and intervention. Ages 7 to 11 user's guide. London. GL Assessment Limited.
Steiner, C., & Perry, P. (1997). Achieving Emotional Literacy. London: Bloomsbury.
Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. Monographs of the Society for Research in Child Development. 59(2-3), 25-52.
Walden, T.A., & Field, T.M. (1990). Preschool children's social competence and production and discrimination of affective expressions. British Journal of Developmental psychology. 8, 65-76.
Weare, K. (2003). Developing the emotionally literate school. London: Paul Chapman.
Zahed, A., rajabi, M., & Omidi, M. (2012). Compassion of social, emotional and academic adjustment and learning self-regulation in students with and without LD. Journal of Learning Disabilities, 1(2), 43-62. (Persian)