مقایسه اثربخشی مداخلات روان‌درمانی پویشی کوتاه‌مدت فشرده وتنظیم هیجانی شناختی بر هیجان‌های تحصیلی ‌دانش‌آموزان سال چهارم ‌و پنجم ابتدایی با اختلال یادگیری ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان شناسی، دانشکده روان شناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران Homa.seyfi@gmail.com,

2 دانشیار، گروه روان‌شناسی، دانشکده روان شناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران (نویسنده مسئول) manavipor53@yahoo.com,

چکیده

مقدمه: با توجه به آن‌که پژوهش‌های دهه اخیر نشان داده است که مداخلات هیجانی در درمان اختلال یادگیری ریاضی روش پایدارتری در درمان است و در درازمدت می‌تواند هراس از درس ریاضی را کاهش دهد و یادگیری را بهبود بخشد؛ هدف مطالعه این پژوهش، مقایسه اثربخشی مداخله هیجانی بر اساس تنظیم شناختی هیجان و روان‌پویشی کوتاه‌مدت فشرده دوانلو بر هیجان‌های تحصیلی و توانایی یادگیری ریاضی ‌دانش‌آموزان با اختلال یادگیری ریاضی بود.
روش پژوهش: این پژوهش، شبه‌آزمایشی با استفاده از طرح پیش‌آزمون –پس‌آزمون با گروه کنترل و پیگیری بود. جامعه آماری این پژوهش کلیه ‌دانش‌آموزان پایه چهارم ‌و پنجم دبستان‌های تهران با اختلال ریاضی بود که از میان آن‌ها به روش نمونه‌گیری هدفمند 46 نفر برگزیده و به‌تصادف در سه گروه تقسیم شدند. دو گروه آزمایش به تفکیک مداخله پروتکل درمانی گراس و دوانلو را در دوازده جلسه 60دقیقه‌ای دریافت کردند و گروه کنترل هیچ درمانی را دریافت نکرد، با استفاده از پرسش‌نامه کی‌مت و پرسش‌نامه پیشرفت تحصیلی پکران تغییرات اندازه‌گیری شد و به کمک آمار تحلیل واریانس مختلط و آزمون تعقیبی بونفرونی داده‌ها تحلیل شد.
یافته ها: نتایج این پژوهش نشان داد، مداخله هیجانی بر توانایی ریاضی (001/0 P<،612/0 ₌η2) و هیجان‌های تحصیلی تأثیر داشت (001/0 P<،705/0 ₌η2) و این تأثیر پس از دو ماه پایدار بود. بین دو روش مداخله، در زیر‌مقیاس‌های امیدواری، شرم، اضطراب، ناامیدی، خستگی تفاوت معنادار نبود و در زیر‌مقیاس‌های لذت (047/0 = p،262 /0 = i-j) و غرور (009/0 =p، 352/0= i-j) در کلاس درس و خشم نسبت به یادگیری (006/0 =p،374/0 =i-j)؛ تفاوت معنادار بود.
نتیجه گیری: بر اساس نتایج به‌دست‌آمده می‌توان گفت، مداخله هیجانی در درازمدت، با افزایش هیجان‌های مثبت و کاهش هیجان‌های منفی، از درون فرد را برای مقابله با مشکلات یادگیری ریاضی آماده می‌سازد و بهبود توانایی ریاضی را به همراه دارد.

کلیدواژه‌ها


عنوان مقاله [English]

A Comparative Study of the Effectiveness of Intensive Short-Term Dynamic Psychotherapy and Cognitive Emotional Regulation on the Academic Emotions and math learning ability of Fourth and Fifth-Grade Students' Mathematical Learning Disabilities

نویسندگان [English]

  • Masoomeh seyfi 1
  • Davood Manavipoor 2
1 PhD Student, Department of Psychology, Faculty of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran, Homa.seyfi@gmail.com,
2 Associate Professor, Department of Psychology, Faculty of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran (Corresponding Author), manavipor53@yahoo.com,
چکیده [English]

Introduction: According to recent decade studies, emotional interventions in the treatment of math learning disorders are a more sustainable method of treatment and in the long run, it can reduce the fear of math and improve learning; The aim of this study was to compare the effectiveness of emotional intervention based on cognitive regulation of emotion, and Davanloo intensive short-term dynamic psychotherapy on academic emotions and math learning ability of students with math learning disabilities.
Methods: The method of this research was quasi-experimental using a pre-test-post-test design with a control and follow-up group. The statistical population of this study was all fourth and fifth-grade students of Tehran primary schools with math disorders, 46 of them were selected by purposive sampling method and were randomly divided into three groups. The two experimental groups received Gross and Dovanloo treatment protocols separately in twelve 60-minute sessions, and the control group received no treatment. Changes were measured using K-Matt Questionnaire and Pekran Academic Achievement Questionnaire and the data were analyzed using the variance of mixed scores and Bonferroni post hoc test.
Results: The research results showed emotional interference affected the reduction of math learning disorders (η2₌0.612, P<0.01) and achievement emotional of students (η2₌0.705, P<0.001), and that effect was sustained after two months. There was no significant difference between the two intervention methods under the scales of hope, shame, anxiety, hopelessness, and fatigue and under the scales of pleasure (p = 0.047, ij = 0.262) and pride (p = 0.009, ij = 0.352) in the classroom and anger towards learning (p = 0.006, 0.374) ij); the difference was significant.
Conclusion: Based on the results, it can be said, long-term emotional intervention, by increasing positive emotions and reducing negative emotions, prepares the person from within to deal with math learning problems and improves math learning.

کلیدواژه‌ها [English]

  • Academic Emotions" Cognitive Emotion Regulation" Devanloo Intensive Short
  • Term Psychodynamics” Math Learning Disorder
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