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تنظیم هیجان در کودکان با اختلال یادگیری و کودکان عادی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 6، دوره 4، شماره 13، شهریور 1395، صفحه 69-84 اصل مقاله (268.53 K) | ||
| نوع مقاله: پژوهشی | ||
| نویسندگان | ||
| مریم محمودی1؛ احمد برجعلی* 2؛ حمید علیزاده3؛ باقر غباری بناب4؛ حامد اختیاری5؛ سعید اکبری زردخانه6 | ||
| 1دانشجوی دکتری، روان‌شناسی کودکان استثنایی، دانشگاه علامه طباطبایی | ||
| 2دانشیار، روان‌شناسی، دانشگاه علامه طباطبایی | ||
| 3استاد، روان‌شناسی، دانشگاه علامه طباطبایی | ||
| 4استاد، روان‌شناسی، دانشگاه تهران | ||
| 5استادیار، علوم شناختی، پژوهشکده علوم شناختی | ||
| 6استادیار، روان‌سنجی، دانشگاه شهید بهشتی | ||
| چکیده | ||
| مطالعة حاضر به مقایسة تنظیم هیجان در کودکان با اختلال یادگیری و عادی نه تا یازده سال پرداخت. مطالعة حاضر دارای طرح توصیفی- پس‌رویدادی است. نمونة پژوهش شامل سی کودک با اختلال یادگیری و سی کودک عادی است که به‌طور دسترس از شهر تهران انتخاب شدند. دو ابزار از جمله پرسش‌نامة تنظیم هیجان و سیاهة تنظیم هیجان اجرا شد. پرسش‌نامة تنظیم هیجان به وسیلة کودکان و سیاهة تنظیم هیجان از سوی والدین آنان تکمیل شد. تحلیل داده‌ها با استفاده از روش آماری تحلیل واریانس چندمتغیری حاصل از هر دو ابزار پژوهش حاضر نشان داد که در مقایسه با کودکان عادی، کودکان اختلال یادگیری بی‌ثباتی هیجانی/منفی‌گرایی بیشتر و نمره‌های پایین‌تری را در استفاده از راهبرد تنظیم هیجان ارزیابی مجدد به‌طور معناداری نشان دادند. همچنین، یافته‌های به دست آمده از اثرهای تعاملی و اثرهای اصلی متغیرهای جمعیت‌شناختی مورد بررسی قرار گرفت. بر اساس یافته‌های به دست آمده، با توجه به نمره‌های بالای کودکان با اختلال یادگیری در بی‌ثباتی/منفی‌گرایی هیجانی، پیشنهاد می‌شود که مشکلات هیجانی در این گروه از کودکان از سوی متخصصان و معلمان مورد ملاحظة بیشتری قرار گیرد و برنامه‌هایی به‌منظور بهبود مسائل این کودکان طراحی شود. | ||
| کلیدواژه‌ها | ||
| اختلال یادگیری؛ تنظیم هیجان؛ ارزیابی مجدد؛ منع بیانی | ||
| عنوان مقاله [English] | ||
| Emotion Regulation in Children with Learning Disorders and Normal Children | ||
| نویسندگان [English] | ||
| Maryam Mahmoudi1؛ Ahmad Borjali2؛ Hamid Alizadeh3؛ Bagher Ghobari-Bonab4؛ Hamed Ekhtiari5؛ Saeed Akbari-Zardkhaneh6 | ||
| چکیده [English] | ||
| This study compared emotion regulation in children with learning disorders and normal in ages 9 to 11. The design of this study was descriptive-post facto one. The sample consists of 30 children with learning disorders and 30 normal children which were selected in available from Tehran city. The two instruments, Emotion Regulation Checklist (ERC) and Emotion Regulation Questionnaire (ERQ) were performed. ERQ was filled out by children. ERC was filled out by their parents. Data analysis showed that comparing normal children and LD children showed higher liability/negativity and lower score in using of emotion regulation of reappraisal. The findings of main and interaction effects of demographics were also examined in detail at the following article. Accordingly, we suggest that emotional problems in this group should be more considered by professionals and teachers, and related programs should be designed in order to improvement of the problems of these children. | ||
| کلیدواژه‌ها [English] | ||
| Learning Disorder, emotion regulation, Reappraisal, Suppression | ||
| مراجع | ||
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