مقایسه استحکام روانی و تحمل ابهام در مادران فرزندان با ناتوانی یادگیری خاص و عادی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد ممتاز گروه روانشناسی، دانشگاه محقق اردبیلی

2 دانشجوی دکترای روانشناسی، دانشگاه محقق اردبیلی

3 کارشناس ارشد روانشناسی، دانشگاه محقق اردبیلی

4 دکتری تخصصی روانشناسی، دانشگاه آزاد اسلامی واحد اردبیل

10.22098/jld.2020.861

چکیده

پژوهش حاضر با هدف مقایسه استحکام روانی و تحمل ابهام در مادران فرزندان با ناتوانی یادگیری خاص و عادی انجام گرفت.روش این پژوهش علی مقایسه‌ای است. جامعة آماری پژوهش حاضر شامل تمامی مادران دارای فرزند با ناتوانی یادگیری خاص که به مرکز (LD) اختلالات یادگیری شهر فارسان در سال 1397 مراجعه و از خدمات مشاوره و روان­شناختی این مرکز استفاده کردند، بودند که به شیوه نمونه‌گیری در دسترس تعداد 30 نفر انتخاب و همچنین 30 مادر دارای فرزند عادی به عنوان گروه مقایسه در این پژوهش شرکت کردند. دو گروه به صورت انفرادی و با حضور پژوهشگر به پرسش‌نامه‌های استحکام روانی و تحمل ابهام پاسخ دادند. داده‌های جمع‌آوری شده نیز با استفاده از ابزارهای آمار توصیفی میانگین و انحراف معیار و آزمون تحلیل واریانس چند متغیره (مانوا)  تحلیل شد. نتایج نشان داد که میانگین نمرات مادران دارای فرزند با ناتوانی یادگیری خاص در متغیرهای استحکام روانی (مؤلفه‌های آن) و تحمل ابهام متفاوت‌تر از گروه عادی است (001/0>P)؛ بنابراین، برگزاری کارگاه آموزشی ویژه آموزش والدین فرزندان با ناتوانی یادگیری خاص جهت افزایش استحکام روانی و تحمل ابهام آن­ها ضروری است

کلیدواژه‌ها

عنوان مقاله [English]

Comparing mental toughness and ambiguity tolerance in mothers of children with special and ordinary learning disabilities

نویسندگان [English]

  • M Narimani 1
  • V Fallahi 2
  • N E. Farsani 3
  • Z Rostamogli 4
1 Excellent Professor of Psychology, University of Mohaghegh Ardabili
2 PhD student of psychology, University of Mohaghegh Ardabili
3 Masters of Psychology, University of Mohaghegh Ardabili
4 PhD of Psychology, Azad Eslami University of Ardabil, Ardabil, Iran
چکیده [English]

The main purpose of the present study was to compare mental toughness and ambiguity tolerance in mothers of children with special and ordinary learning disabilities. This research was a causal-comparative study. The population of the present study included all mothers with special learning disabilities who referred to the center (LD) of Farsan learning discords in 2017 and used the counseling and psychological services of the center, among whom 30 participants were selected by availability sampling, as well as 30 mothers with normal children participated in this study as a comparison group. The two groups responded individually and with the presence of the researcher to the questionnaire of mental toughness and ambiguity tolerance. The data were analyzed by multivariate analysis of variance (MANOVA). The results showed that the mean scores of mothers with children with specific learning disabilities in the mental toughness (its components) variables and ambiguity tolerance are different than the normal group (p < .001). So, it is essential to hold workshops for parents of children with specific learning disabilities and mental toughness to increase their tolerance.                                                                               

کلیدواژه‌ها [English]

  • Mental toughness
  • ambiguity tolerance
  • special learning disabilities
  • mothers

مراجع

انجمن روان­پزشکی آمریکا (2013). راهنمای تشخیصی و آماری اختلالات روانی ویراست پنجم (SDM-5). ترجمه: سید یحیی محمدی. 1393، تهران: نشر روان.
بهراد، بهنام (1384). فراتحلیل شیوع ناتوانی‌های یادگیری در دانش‌آموزان ابتدایی ایران. پژوهش در حیطه کودکان استثنایی، 5(4)، 436-417.
پلنگی، ابوالفضل و رضایی، الهام (1395). مقایسه بهزیستی روانی و کنترل خشم در مادران کودکان مبتلا به ناتوانی یادگیری و عادی. مجله­ی ناتوانی‌های یادگیری، 6 (2)، 51-38.
موللی، گیتا و نعمتی، شهروز (1388). مشکلات فراروی والدین در پرورش فرزندان کم شنوا. مجله شنوایی‌شناسی، 18(1-2)،11-1.
میرصمدی، فائزه و عبدی، رضا (1396). مقایسه ابعاد سلامت روانی و کیفیت زندگی مادران کودکان معلول، با مادران کودکان عادی. مجلهمطالعاتناتوانی، 7، 74-87.
تکلوی، سمیه و فرشی، آمنه (1396). مقایسه سطوح خودانتقادی، استرس ادراک شده، عاطفه مثبت و منفی در مادران دانش‌آموزان با و بدون اختلال یادگیری. مجله­ی ناتوانی‌های یادگیری، 7(2)، 26-7.
Ahmad Pour, M. A. (2009). The construct and validate a scale for evaluating tolerance of ambiguity in university students. Knowledge& Research in Applied Psychology, 11(40):115- 136. (Persian).
Abolqasemi, A. & Narimani, M. (2005). Psycholgical Tests. Ardebil: Baq-e-Rezvan. (Persian)
 Al-Yagon, M. (2015). Fathers and Mothers of Children With Learning Disabilities: Links Between Emotional and Coping Resources. Learning Disability Quarterly, 38(2) 112–128.
Behrad, B. (2005). A meta-analysis of the prevalence of learning disabilities in Iranian elementary students. Research in Exceptional Children, 5 (4), 436-417. (Persian).
Carleton, R.N. (2016). Into the unknown: a review and synthesis of contemporary models involving uncertainty. J. Anxiety Disord, 39, 30–43.
Clough, P. Earle, K. & Sewell, D. (2002). Mental toughness: The concept and its measurement. In I. Cockerill (ed), Solutions in Sport Psychology, London: Thomson, 32-43.
Cramm, J. M. & Nieboer, A. P. (2011). Psychological well-being of caregivers of children with intellectual disabilities: Using parental stress as a mediating factor. Journal of Intellectual Disabilities, 15, 101–113.
Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2013). Translated by Seyyed Mohhamadi, Y. (2014). Ravan Pub.
Esmailkhani, F., Ahadi, H., Mohammad Mehdi, M., Mehrabizadeh Honarmand, M. & Asgari، P. (2010). Investigate the simpleand multiple relation between emotional intelligence،self-efficacy and psychological Obstinate with compromising conflict management style on students. New findings in psychology ،21, 107-123.
Furnham, A. & Ribchester, T. (1995). Tolerance of ambiguity: A review of the concept, its measurement and applications. J Dev. Psychol, 1,: 179-199.
Giallo, R., Seymour, M., Matthews, J., Gavidia-Payne, S., Hudson, A. & Cameron, C. (2014). Risk factors associated with the mental health of fathers of children with an intellectual disability in Australia. Journal of Intellectual Disability Research, 1-15.
Graungaard, A. H. & Skov, L. (2007). Why do we need a diagnosis? Aqualitative study of parents’ experiences, coping and needs, when the newborn child is severely disabled. Child: care, health and development, 33, 296–307.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E. & et al. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33(3), 223-36.
Jamhari, F. (2002). Survey the relationship between hardiness and propensity to anxiety and depression among men and women students of universities of Tehran, doctoral dissertation General Psychology, University of Allameh Tabatabai of Tehran.
Justin, W. & Stephen, B. H. (2014). Stress and Resilience for Parents of Children With Intellectual and Developmental Disabilities: A Review of Key Factors and Recommendations for Practitioners. journal of policy and practice in intellectual disabilities, 11 (2), 92-98.
Karande, S., Bhosrekar, K., Kulkarni, M. & Thakker, A. (2009). Health-related quality of life of children with newly diagnosed specific learning disability. J Trop Pediatr; 55, 160-9.
Karande, S., Kulkarni, S. & others. (2009). Quality of life of parents of children with newly diagnosed specific learning disability. J Postgrad Med, 55(2), 97-103.
 Karande, S., Kumbhare, N., Kulkarni, M.  & Shah, N.(2009). Anxiety levels in mothers of children with specific learning disability. journal indexed with Index Medicus, 55(3), 165-170.
Kobasa, S. (1988). Hardiness in lindzey, Thompson, and Spring (Eds). Psychology (3rd). New York: worth publish. 
Lee, J. (2013). Maternal stress, well-being, and impaired sleep in mothers of children with developmental disabilities: A literature review. Research in Developmental Disabilities, 34;4255–4273.
Mackintosh, H., Ogston, L. & Myers, J. (2016). Hope and worry in mothers of children with an autism spectrum spectrum disorder or Down syndrome. Journal Research in Autism Spectrum Disorders, 5(4), 56-75.
McConkey, R., Truesdale-Kennedy, M., Chang, M.Y., Jarrah, S. & Shukri, R. (2008). The impact on mothers of bringing up a child with intellectual disabilities: A cross-cultural study.Int Journal of Nursing Studies, 45, 65-74.
McConnell, D.  & Savage, A.  (2015). Stress and Resilience Among Families Caring for Children with Intellectual Disability: Expanding the Research Agenda. Current Developmental Disorders Reports, 2(2), 100–109.
 McLain, D. (2009).  Evidence of the properties of an ambiguity tolerance measure: The Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II). Psychol. Rep, 105(3): 975-988.
McLean, D. L. (1993). Measurement of ambiguity tolerance,  J Pers Assess; 39:607-19.
Miodrag, N. & Hodapp, R. M. (2010). Chronic stress and health among parents of children with intellectual and developmental disabilities. Journal Of Current Opinion in Psychiatry, 23, 407–411.
Mirsamadi, F. &  Abdi, R. (2017). Comparison of quality of life and mental health of mothers of children with disabilities and mothers of normal children. mejds, 7:74-87. (Persian).
Movallali, G. & Nemat, Sh. (2009). Difficulties in parenting hearing-impaired children. Audiol, 18(1-2), 1-11. (Persian).
Palanghi, A. & Rezaei, E. (2016). A comparison of psychological well-being and control of anger in mothers of children with learning disabilities and normal children. Journal of Learning Disabilities, 6(2), 132-139. (Persian).
 Patton, K. A., Ware, R., McPherson, L.,  Emerson, E.  & Lennox, N. (2018). Parent‐Related Stress ofMale and Female Carers of Adolescents with Intellectual Disabilities and Carers of Children within the General Population: A Cross‐Sectional Comparison. journal of applied research in Intellectual Disabilities, 31(1):51-61.
Raina, P., O’Donnell, M. & Schwellnus, H. (2004). Rosenbaum P, King G, Brehaut J, et al. Caregiving process and caregiver burden: Conceptual models to guide research and practice. BMC Pediatr.4:1
Robbins, B. D. (2008). What is the good life? Positive psychology and the renaissance of humanistic psychology. The humanistic psychologist, 36(2), 96.
Seltzer M. M., Floyd, F. J. & Hindes, A. R. (2004). Research methods in intellectual disabilities: the family context. In: International Handbook of Applied Research Methods inIntellectual Disabilities (eds E. Emerson, C. Hatton,T. Thompson & T. Parmenter), pp: 237–260 Wiley, Chichester.
Shaywitz, S.E. (1998). Dyslexia. N Engl J Med; 33:307-12.
Taklavi, S. &  Farshi, A. (2018). Comparing the levels of self-criticism, perceived stress, and positive and negative effects in mothers of student with and without learning disorders. Journal of Learning Disabilities, 17(2),112-117. (Persian).
Tong, D., Yang, W., Zhang, Q., Wefu, L. I., Wel, D. & et al. (2015). Association between regional white and gray matter volume and ambiguity tolerance: Evidence from voxel-based morphometry. J Psychophysiology, 7, 7-1.
Uskun, E. & Gundogar, D. (2010). The levels of stress, depression and anxiety of parents of disabled children in Turkey. Disability and Rehabilitation, 32(23), 1917–27.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار