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

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دوماهنامه علمی - پژوهشی طب توانبخشی
دوره 5، شماره 2
خرداد و تیر 1395
صفحه 209-218

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سابقه مقاله

  • تاریخ دریافت: 28 مرداد 1394
  • تاریخ بازنگری: 23 مهر 1394
  • تاریخ پذیرش: 28 آذر 1394
  • تاریخ اولین انتشار: 01 تیر 1395

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