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نقش کارکردهای اجرایی در پیشبینی مهارت تحصیلی ریاضی دانشآموزان ابتدایی کمتوان ذهنی | ||
فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
مقاله 5، دوره 11، شماره 3 - شماره پیاپی 43، بهمن 1402، صفحه 59-72 اصل مقاله (456.2 K) | ||
نوع مقاله: پژوهشی | ||
شناسه دیجیتال (DOI): 10.30473/etl.2024.69798.4117 | ||
نویسندگان | ||
زهرا نصیری1؛ حمدا... منظری توکلی* 2؛ امان ... سلطانی3؛ آناهیتا بحرینی4 | ||
1دانشجو دکتری روانشناسی تربیتی ، دانشکده ادبیات و علوم انسانی،گروه روانشناسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران | ||
2دانشیار، دانشکده ادبیات و علوم انسانی،گروه روانشناسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران | ||
3استادیار، دانشکده ادبیات و علوم انسانی،گروه روانشناسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران | ||
4استادیار، دانشکده ادبیات و علوم انسانی،گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران | ||
چکیده | ||
کودکان کمتوان ذهنی به عنوان قشر خاص و آسیبپذیر جامعه به دلایل گوناگونی معمولا مهارت تحصیلی کمی دارند. یکی از دلایل مهم در این زمینه میتواند کارکردهای اجرایی باشد. بنابراین این تحقیق با هدف مطالعه نقش کارکردهای اجرایی در پیشبینی مهارتهای تحصیلی ریاضی دانشآموزان ابتدایی کمتوان ذهنی انجام شد. روش تحقیق توصیفی از نوع همبستگی بود. جامعه آماری شامل کلیه دانشآموزان مشغول به تحصیل مقطع ابتدایی کمتوان ذهنی در مدارس استثنایی شهر کرمان در سال تحصیلی 1402-1401 بود. 278 نفر به روش نمونهگیری تصادفی طبقهای انتخاب شدند. برای جمعآوری دادهها از پرسشنامه کارکردهای اجرایی بریف و آزمون معلمساخته ریاضی استفاده شد. تجزیه و تحلیل دادهها با نرمافزارهای spss25 و Amos24 انجام شد. نتایج تحقیق نشان داد که الگوی نقش کارکردهای اجرایی در پیشبینی مهارتهای تحصیلی دانشآموزان ابتدایی کمتوان ذهنی با کنترل اثر هوش و سن از برازش قابل قبولی برخوردار است. بین بازداری، انتقال توجه، کنترل هیجانی، آغازگری، حافظه کاری، برنامهریزی، سازماندهی مواد و بازبینی با مهارتهای تحصیلی ریاضی دانشآموزان کمتوان ذهنی رابطه معناداری وجود داشت، به طوری که مولفههای کارکردهای اجرایی بهصورت همزمان 357/0 واریانس مهارتهای تحصیلی دانشآموزان کمتوان ذهنی را تبیین میکردند و و مهمترین پیشبینی کننده مهارتهای تحصیلی ریاضی در دانشآموزان کمتوان ذهنی به ترتیب برنامهریزی و حافظه کاری بود. | ||
کلیدواژهها | ||
کارکردهای اجرایی؛ مهارتهای تحصیلی؛ دانشآموزان؛ ابتدایی؛ کمتوان ذهنی | ||
عنوان مقاله [English] | ||
The Role of Executive Functions in Predicting Math Academic Skills of Mentally Retarded Elementary Students | ||
نویسندگان [English] | ||
Zahra Nasiri1؛ Hamdollah Manzari Tavakoli2؛ Amanollah Soltani3؛ Anahita Bahreyni4 | ||
11. PhD student in Educational Psychology, Faculty of Literature and Humanities, Department of Psychology, Kerman Islamic Azad University, Kerman, Iran | ||
22. Associate Professor, Faculty of Literature and Humanities, Psychology Department, Kerman Islamic Azad University, Kerman, Iran | ||
33. Assistant Professor, Faculty of Literature and Humanities, Psychology Department, Kerman Islamic Azad University, Kerman, Iran | ||
4Assistant Professor, Faculty of Literature and Humanities, Department of Educational Sciences, Kerman Islamic Azad University, Kerman, Iran | ||
چکیده [English] | ||
Mentally retarded children, as a special and vulnerable group in society, often have limited academic skills for various reasons. One of important reason in this field can be executive functions. Therefore, this research aimed to studying the role of executive functions in predicting the mathematical academic skills of mentally retarded elementary students. The descriptive research method was correlation type. The statistical population consisted of all students studying in elementary schools with mental disabilities in exceptional schools in the city of Kerman during the academic year 1402-1401 A sample of 278 individuals selected using stratified random sampling. BRIEF executive function questionnaire and teacher-made mathematics test used to collect data. Data analysis conducted using SPSS 25 and AMOS 24 software. The results of the research showed: the model of the role of executive functions in predicting the academic skills of mentally retarded elementary students has an acceptable fit by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, organization of materials, and revision with mathematical academic skills of intellectually disabled students so that the components of executive functions simultaneously accounted for 0.357 of skill variance. The most important predictors of math academic skills in mentally retarded students were planning and working memory, respectively. | ||
کلیدواژهها [English] | ||
Executive Functions, Academic Skills, Students, Elementary, Mentally Retarded | ||
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