بررسی مقایسه ای جرأت ورزی و اضطراب در دانش آموزان با اختلال یادگیری مدارس ابتدایی تهران با همتایان عادی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مربی گروه کاردرمانی، مرکز تحقیقات فیزیوتراپی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

2 دفتر تحقیقات و فن آوری دانشجویان، دانشجوی کارشناس ارشد کاردرمانی، مرکز تحقیقات فیزیوتراپی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

3 استادیار گروه کاردرمانی، مرکز تحقیقات فیزیوتراپی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

4 دانشیار گروه علوم پایه، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

چکیده

مقدمه و اهداف:با توجه به شیوع اختلال یادگیری و در نظر گرفتن عوامل تاثیرگذار بر پیشرفت تحصیلی و اعتماد به نفس دانش­آموزان دبستانی، در این تحقیق به بررسی مقایسه­ای اضطراب و جرأت­ورزی در دانش­آموزان با اختلال یادگیری 8 تا 12 ساله شهر تهران در سال تحصیلی 94-1393 با همتایان عادی آنان پرداخته شد.
مواد و روش­ها:تحقیق به روش مشاهده­ای توصیفی از نوع مقطعی مقایسه­ای انجام شد.گروه اول شامل دانش­آموزان با اختلال یادگیری 8 تا 12 ساله مراکز اختلال یادگیری تهران بود و گروه دوم شامل دانش­آموزان عادی 8 تا 12 ساله شهر تهران بود که با گروه اول از لحاظ سن و جنسیت همتاسازی شده بودند. به هریک از دانش­آموزان دو فرم داده شد. فرم اول، مقیاس جرأت­ورزی گمبریل و ریچی و فرم دوم، مقیاس اضطراب اسپنس نسخه کودکان بود. فرم سوم نیز، مقیاس اضطراب اسپنس نسخه والدین بود که به وسیله ی یکی از والدین دانش­آموز تکمیل شد.
یافته­ها:این تحقیق بر روی 80 کودک شامل40 دانش­آموز با اختلال یادگیری و 40 دانش­آموز عادی انجام شد. میانگین نمره جرأت­ورزی دانش­آموزان با اختلال یادگیری 92/51 و میانگین آن در همتایان عادی 87/94 بدست آمد و اختلاف بین این دو گروه کودک عادی و اختلال یادگیری معنی دار بود(001/0Pv<). میانگین نمره اضطراب در مقیاس اسپنس نسخه کودکان و والدین به ترتیب در گروه دانش آموزان با اختلال یادگیری 60/46 و 57/36 و در گروه دانش آموزان عادی 67/18و 12/17 بوده است و اختلاف بین این دو گروه از نظرآماری معنی دار بود (0001/0Pv<). بین جرأت­ورزی و اضطراب دانش­آموزان رابطه معکوسی وجود داشت (514/0=R2 و 0001/0Pv<).
نتیجه­گیری:نتایج این تحقیق نشان داد که کودکان عادی در مقایسه با کودکان با اختلال یادگیری، جرأت­ورزی بیشتری داشتند ولی از اضطراب کمتری برخوردار بودند.همچنین رابطه معکوس بین جرأت­ورزی و میزان اضطراب دانش­آموز وجود داشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of assertiveness skills and anxiety between students with learning disability and typical peers in elementary schools of Tehran

نویسندگان [English]

  • Navid Mirzakhany 1
  • Melika Kangarani Farahani 2
  • Mehdi Rezaee 3
  • Alireza Akbarzadeh Baghban 4
  • Esmaeil Sadeghi 2
1 Lecturer in Occupational Therapy, Physiotherapy Researh Center, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2 Students' Research Office, MSc Student in Occupational Therapy, Physiotherapy Researh Center School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3 PhD, Assistant Professor in Occupational Therapy, Physiotherapy Researh Center, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4 PhD in Biostatistics, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran
چکیده [English]

Background and Aim: According to the prevalence of learning disability and its effects on the educational achievement and self-esteem of elementary school’s students, in the present study we made an attempt to compare assertiveness skills and anxiety between students with learning disabilities and typical peers in elementary schools of Tehran.
Materials and Methods: In the present cross-sectional study, 80 elementary school students in Tehran, aged between 8-12 years, were selected following convenience sampling from public schools and the centers of learning disability. Gambrill and Richie (GR) Assertiveness Inventory and Spence Children’s Anxiety Scale (SCAS) child and parent form were used for data collection.
Results: The population of the study was 80 students composed of 40 students with learning disability and 40 typical peers. After data collection and data analysis, the mean of the score of assertiveness scale in the students with learning disability was calculated to be 51.92, while it was 94.87 in the typical peers. Moreover, the means of the score of SCAS in child and parent version of students with learning disability were 46.60 and 36.57, while in typical peers they were 18.67 and 17.12, respectively (P-value<0.001).
Conclusion: Students with learning disability showed lesser assertiveness skills compared with that in typical peers. Also, these students have more anxiety than typical peers. Moreover, there is an inverse relationship between assertiveness and anxiety in the students with learning disability.

کلیدواژه‌ها [English]

  • Learning disability
  • Assertiveness skills
  • Anxiety
  1. Bellamy G, Croot L, Bush A, Berry H, Smith A. A study to define: profound and multiple learning disabilities (PMLD). Journal of Intellectual Disabilities. 2010;14(3):221-35.##
  2. Behrad B.meta analysis of prevalance of learning disabilities in primary schools of Iran.research on exceptional childeren.2006;4(18):417-436 (in persian)##
  3. Tohidi H, Jafari A, Afshar AA. Strategic planning in Iranian educational organizations. Procedia-Social and Behavioral Sciences. 2010;2(2):3904-8.##
  4. Higgins ET, Klein R, Strauman T. Self-concept discrepancy theory: A psychological model for distinguishing among different aspects of depression and anxiety. Social cognition. 1985;3(1):51-76.##
  5. Watanabe A. [The relationship between four components of assertiveness and interpersonal behaviors, interpersonal adjustment in high school students' friendship]. Shinrigaku kenkyu: The Japanese journal of psychology. 2010;81(1):56-62.##
  6. Njuguna MN. Analysis of teachers’ competencies, teaching and learning strategies teachers use to educate pupils with learning disabilities in regular public primary schools in Thika West district, Kiambu county: Kenya 2013.##
  7. Leary MR, MacDonald G. lndividual differences in self-esteem: A review and theoretical integration. Handbook of self and identity. 2003;401.##
  8. Covington MV. Self-esteem and failure in school: Analysis and policy implications. The social importance of self-esteem. 1989:72-124.##
  9. Demirbilek M, Otrar M. The Examination of The Assertiveness Levels and Self-Respect of Adolescents with Single Parent and Whole Family. International Online Journal of Educational Sciences. 2014;6(1).##
  10. Link BG, Struening EL, Neese-Todd S, Asmussen S, Phelan JC. Stigma as a barrier to recovery: The consequences of stigma for the self-esteem of people with mental illnesses. 2014.##
  11. Feindler E, Liebman M. Behavioral Assessment inSchool Settings.  Cognitive and Behavioral Interventions in the Schools: Springer; 2015. p. 15-41.##
  12. Hooman F,Honarmand maz M, et al. The Effects of Cognitive Behavior Group Therapy on Binge Eating Disorder and in Women of Ahvaz Overeating Anonymous. SCIENTIFIC MEDICAL JOURNAL. 2011;10(4).##
  13. Mayes SD, Calhoun SL, Mayes RD, Molitoris S. Autism and ADHD: Overlapping and discriminating symptoms. Research in Autism Spectrum Disorders. 2012;6(1):277-85.##
  14. Mathews TL, Erkfritz-Gay KN, Knight J, Lancaster BM, Kupzyk KA. The effects of social skills training on children with autism spectrum disorders and disruptive behavior disorders. Children's Health Care. 2013;42(4):311-32.##
  15. Post M, Haymes L, Storey K, Loughrey T, Campbell C. Understanding Stalking Behaviors by Individuals with Autism Spectrum Disorders and Recommended Prevention Strategies for School Settings. Journal of autism and developmental disorders. 2014;44(11):2698-706.##
  16. Lecompte V, Moss E, Cyr C, Pascuzzo K. Preschool attachment, self-esteem and the development of preadolescent anxiety and depressive symptoms. Attachment & human development. 2014;16(3):242-60.##
  17. Kerns CM, Kendall PC, Zickgraf H, Franklin ME, Miller J, Herrington J. Not to Be Overshadowed or Overlooked: Functional Impairments Associated With Comorbid Anxiety Disorders in Youth With ASD. Behavior therapy. 2015;46(1):29-39.##
  18. Ramirez G, Gunderson EA, Levine SC, Beilock SL. Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development. 2013;14(2):187-202.##
  19. Semrud-Clikeman M, Fine JG, Bledsoe J, Zhu DC. Magnetic resonance imaging volumetric findings in children with Asperger syndrome, nonverbal learning disability, or healthy controls. Journalof clinical and experimental neuropsychology. 2013;35(5):540-50.##
  20. Niusha B, Farghadani A, Safari N. Effects of assertiveness training on test anxiety of girl students in first grade of guidance school. Procedia-Social and Behavioral Sciences. 2012;46:(1)385-9. [In persian]##
  21. Shoa kazemi M, Momeni javid M, comparative study and relation between assertive behavior, self esteem and spiritual beleifs of athlete and non athlete students. Research on Islamic tuition and ciivility.No.12/2012(169-190). [In persian]##
  22. Prat G, Casas-Anguera E, Garcia-Franco M, Escandell MJ, Martin JR, Vilamala S, et al. Validation of the Communication Skills Questionnaire (CSQ) in people with schizophrenia. Psychiatry research. 2014;220(1):646-53.##
  23. Babapour M, A comparative study of anxiety scale between childeren who had gone and hadnt gone to kindergarten in Tabriz, The international congress and adolescent psychiatry;2013.[In persian]##
  24. Demerouti E, van Eeuwijk E, Snelder M, Wild U. Assessing the effects of a “personal effectiveness” training on psychological capital, assertiveness and self-awareness using self-other agreement. Career Development International. 2011;16(1):60-81.##
  25. Lerner JW, Kline F. Learning disabilities and related disorders: Characteristics and teaching strategies: Houghton Mifflin College Div; 2006.##
  26. Leary MR, MacDonald G. Individual differences in self-esteem: A review and theoretical integration. 2003.##
  27. Kahne J. The politics of self-esteem. American Educational Research Journal. 1996;33(1):3-22.##
  28. Covington MV. A motivational analysis ofacademic life in college.  The scholarship of teaching and learning in higher education: An evidence-based perspective: Springer; 2007. p. 661-729.##
  29. Pennington L, McConachie H. Predicting patterns of interaction between children with cerebral palsy andtheir mothers. Developmental Medicine & Child Neurology. 2001;43(02):83-90.##
  30. de Boo GM, Prins PJ. Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training. Clinical Psychology Review. 2007;27(1):78-97.##
  31. Solanto MV, Pope-Boyd SA, Tryon WW, Stepak B. Social functioning in predominantly inattentive and combined subtypes of children with ADHD. Journal of attention disorders. 2009;13(1):27-35.##
  32. Kofler MJ, Rapport MD, Bolden J, Sarver DE, Raiker JS, Alderson RM. Working memory deficits and social problems in children with ADHD. Journal of abnormal child psychology. 2011;39(6):805-17.##
  33. Macintosh K, Dissanayake C. Social skills and problem behaviours in school aged children with high-functioning autism and Asperger’s disorder. Journal of autism and developmental disorders. 2006;36(8):1065-76.##
  34. Bellini S. Social skill deficits and anxiety in high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities. 2004;19(2):78-86.##
  35. Walker S. Gender differences in the relationship between young children's peer-related social competence and individual differences in theory of mind. The Journal of genetic psychology. 2005;166(3):297-312.##
  36. Kitchens S, Rosén LA, Braaten E. Differences in anger, aggression, depression, and anxiety between ADHD and non-ADHD children. Journal of Attention Disorders. 1999;3(2):77-83.##
  37. Ooi Y, Lam C, Sung M, Tan W, Goh T, Fung D, et al. Effects of cognitive-behavioural therapy onanxiety for children with high-functioning autistic spectrum disorders. Singapore medical journal. 2008;49(3):215.##
  38. Lanni KE, Schupp CW, Simon D, Corbett BA. Verbal ability, social stress, and anxiety in children with autistic disorder. Autism. 2011:13##
  39. Juranek J, Filipek PA, Berenji GR, Modahl C, Osann K, Spence MA. Association between amygdala volume and anxiety level: magnetic resonance imaging (MRI) study in autistic children. Journal of child neurology. 2006;21(12):1051-8.##
  40. Granger B, Azais F, Albercque C, Debray Q, editors. [Between anxiety and depression. The status of assertiveness disorders and social phobias]. Annales medico-psychologiques; 1995.##
  41. Tovilović S. Assertiveness training: Effects of treatment, maintenance of change and therapists' contribution in therapy outcome. Psihologija. 2005;38(1):35-54.##
دوره 5، شماره 2
خرداد و تیر 1395
صفحه 209-218
  • تاریخ دریافت: 28 مرداد 1394
  • تاریخ بازنگری: 23 مهر 1394
  • تاریخ پذیرش: 28 آذر 1394
  • تاریخ اولین انتشار: 01 تیر 1395