اثربخشی آموزش تنظیم هیجان بر عملکرد توجه مداوم، برنامه‌ریزی-سازماندهی و عملکرد پیوسته در دانش‌آموزان دارای اختلالات یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 دانشجوی دکتری مشاوره، دانشگاه محقق اردبیلی، اردبیل، ایران

3 دانشجوی دکتری مشاوره، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

پژوهش حاضر با هدف اثربخشی آموزش تنظیم هیجان بر عملکرد توجه مداوم، برنامه‌ریزی-سازماندهی و عملکرد پیوسته در دانش‌آموزان دارای اختلالات یادگیری انجام شد. روش پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه‌ی آماری پژوهش را کلّیه‌ی دانش‌آموزان دختر و پسر مقطع ابتدایی مبتلا به اختلال یادگیری مراجعه‌کننده به مرکز اختلالات یادگیری شهر اردبیل در سال 99-1398 تشکیل دادند که از بین آن‌ها 40 نفر دانش‌آموز دارای اختلال یادگیری با روش نمونه‌گیری تصادفی ساده به عنوان نمونه پژوهش انتخاب شده و در دو گروه آزمایش و گروه کنترل به صورت تصادفی جایگزین شدند. به گروه آزمایش، 10 جلسه تنظیم هیجان آموزش داده شد و گروه کنترل هیچ آموزشی دریافت نکردند. ابزار پژوهش شامل پرسشنامه‌های آزمون توجه روزمره، آزمون برج لندن و آزمون عملکرد پیوسته بود و دادهها از طریق آزمون آماری کوواریانس مورد تجزیه و تحلیل قرار گرفتند. نتایج پژوهش نشان داد که آموزش تنظیم هیجان بر عملکرد توجه مداوم، برنامه‌ریزی- سازماندهی و عملکرد پیوسته در دانش‌آموزان دارای اختلالات یادگیری مقطع دبستان تاثیر دارد، به این صورت که منجر به بهبود این مولفه‌ها در دانش‌آموزان می‌گردد. این نتایج می‌تواند تاثیرات مهمی در زمینه پیشگیری، آسیب‌شناسی و درمان این اختلال داشته باشد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Emotion Regulation Training on Continuous Attention, Planning-Organizing and Continuous Performance in Students with Learning Disabilities

نویسندگان [English]

  • Esmaeil Sadri Damirchi 1
  • Nasim Mohammadi 2
  • Sepideh Bashirgonbadi 3
1 Associate Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 PhD Student in Counseling. Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University. Ardabil. Iran
3 PhD Student in Counseling. Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University. Ardabil.Iran.
چکیده [English]

The aim of this study was to evaluate the effectiveness of emotion regulation training on continuous attention performance, planning-organizing and continuous performance in students with learning disabilities. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population of the study consisted of all male and female elementary school students with learning disabilities who referred to the Center for Learning Disabilities in Ardabil in 2019-2020, of which 40 students with learning disabilities by simple random sampling as a research sample. Were selected and randomly assigned to experimental and control groups. The experimental group was trained in 10 emotion regulation sessions and the control group did not receive any training. The research instruments included daily attention test, London Tower test and continuous performance test and data were analyzed by covariance test. The results showed that emotion regulation training has an effect on continuous attention, planning-organizing and continuous performance in students with elementary school learning disabilities, thus leading to the improvement of these components in students. To be. These results can have important effects on the prevention, pathology and treatment of this disorder.

کلیدواژه‌ها [English]

  • emotion regulation training
  • continuous attention function
  • planning-organizing
  • learning disability

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