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:: دوره 10، شماره 3 - ( دوره دهم شماره سوم پاییز 1402 - 1402 ) ::
جلد 10 شماره 3 صفحات 47-31 برگشت به فهرست نسخه ها
نقش امیدواری، شفقت به خود، و تاب آوری والدینی در پیش‌بینی پیوند با مدرسه دانش‌آموزان دارای اختلالات یادگیری ویژه
شهروز نعمتی* 1، رحیم بدری گرگری1 ، نازی طرفه2 ، الهه محمودی2
1- گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، ایران
2- دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، ایران
چکیده:   (1392 مشاهده)
زمینه و هدف: اختلال یادگیری ویژه، اختلالی عصبی تحولی است که علاوه بر خود فرد، والدین، معلمان، و نظام آموزشی را نیز با کشاکش‌هایی مواجه می­ کند. این پژوهش با هدف تعیین رابطه امیدواری، شفقت ­به­ خود، و تاب­آوری والدینی با پیوند به مدرسه در دانش ­آموزان دارای اختلالات یادگیری ویژه انجام شد.
روش­: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری شامل تمامی دانش ­آموزان دارای اختلالات یادگیری ویژه و مادران آنان در شهر تبریز در سال تحصیلی 1398-1399 بود. تعداد 132 نفر از مادران و دانش‌آموزان به روش نمونه­ گیری در دسترس انتخاب شدند و داده‌ها با استفاده از مقیاس ­های امیدواری اسنایدر(1991)، خودشفقت ورزی نف (2003)، تاب ­آوری کونر و دیویدسون (2003) و دلبستگی به مدرسه موتون و همکاران (1993) جمع‌آوری شدند. به منظور تحلیل داده‌های آماری از روش‌های آمار توصیفی مانند میانگین، و انحراف معیار و جهت تحلیل فرضیات پژوهش از آزمون همبستگی پیرسون و رگرسیون چندگانه همزمان با نرم افزارSPSS23  انجام شد.
یافته­ ها: باتوجه ‌به نتایج آماری دلبستگی نسبت به مدرسه با امیدواری (001/0=p، 601/0=r اشتراک انسانی (005/0=p، 050/0=r)، ذهن‌آگاهی (005/0=p، 231/0=r)، و تاب‌آوری (001/0=p، 405/0=r)، همبستگی مثبت و با مؤلفه انزوای شفقت‌ورزی (001/0=p، 338/0=r)، و همانندسازی افراطی، (005/0=p، 241/0-=r) همبستگی منفی معناداری دارد و بین مؤلفه‌های مهربانی با خود و قضاوت نسبت به خود شفقت‌ورزی و دلبستگی نسبت به مدرسه همبستگی معناداری وجود ندارد. همچنین نتایج تحلیل رگرسیون چندگانه نشان داد که 5/47 درصد از تغییرات واریانس پیوند به مدرسه توسط امیدواری، شفقت به خود، و تاب­آوری والدینی تبیین می­شود.  
نتیجه ­گیری: وجود مهارت­ هایی مانند تجربه احساس مراقبت، مهربانی نسبت به خود، نگرش بدون قضاوت نسبت به شکست‌ها به همراه انگیزه و توانایی برنامه‌ریزی برای رسیدن به اهداف با وجود موانع و همچنین توانایی غلبه بر وضعیت منفی یا تجارب آسیب‌زا از سوی مادران، شرایط پیش­ بینی پیوند به مدرسه را در دانش­ آموز دارای اختلالات یادگیری ویژه فراهم کرده است.
شماره‌ی مقاله: 3
واژه‌های کلیدی: اختلالات یادگیری ویژه، امیدواری، پیوند با مدرسه، تاب آوری والدینی، شفقت به خود
متن کامل [PDF 1573 kb]   (450 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1402/4/11 | پذیرش: 1402/7/26 | انتشار: 1402/8/15
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Nemati S, Badri Gargari R, Torfeh N, Mahmoudi E. The Role of Hope, Self-Compassion, and Parental Resilience in Predicting School Bonding of Students with Specific Learning Disorders. J Child Ment Health 2023; 10 (3) : 3
URL: http://childmentalhealth.ir/article-1-1360-fa.html

نعمتی شهروز، بدری گرگری رحیم، طرفه نازی، محمودی الهه. نقش امیدواری، شفقت به خود، و تاب آوری والدینی در پیش‌بینی پیوند با مدرسه دانش‌آموزان دارای اختلالات یادگیری ویژه. فصلنامه سلامت روان کودک. 1402; 10 (3) :31-47

URL: http://childmentalhealth.ir/article-1-1360-fa.html



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