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

مراجع

  1. McKay M., Fing P., ONA P. Minds and emotions. (Translated by Akbari E, Khalaji M Zikri M). Tehran: Ibn Sina Publications; 1398. [Persian].
  2. Voris J.. Discover that Power That Drives Your Personality. Difference between Emotions and Feelings.seaction2;Los Gatos, California, United States.Available from: https://www.linkedin.com/in/john-voris-5375a2.
  3. Power M. Emotion-oriented cognitive therapy. (Translation by Shahram Mohammad Khani SH, Darharaj M. Tehran: Ibn Sina Publications.2015: 22-24. [Persian].
  4. Manavipour D.. Transference Component of Resistance (TCR) in Davanloo's Intensive Short-Term Dynamic Psychotherapy (DISTDP). Journal of Psychology and Psychotherapy.2020; 18: 1150 Brussels10 (2): 370.
  5. Sadatian S.A.. Social skills in adolescent and adult children. Tehran: Our Publications.1389; [Persian].
  6. Abbass A.. Reaching through resistance: Advanced Psychotherapy Techniques. ( Seven Leaves Press). Canadian child psychiatry, 2015; 11(1): 19-22.
  7. Nabizadeh A., Farhadi M., Rashid KH., Kordonaghabi R.. The effectiveness of tactical defense neutralization in intensive and short-term dynamic psychotherapy on defense styles, anxiety and fear of intimacy in the non-clinical sample. Mental Health Research Quarterly.1398; 13 (1). Spring 1398: 34-21. [Persian]
  8. Amos J., Furber G Segal L.. Understanding maltreating mothers: a synthesis of relational trauma, attachment disorganization, structural dissociation of the personality, and experiential avoidance. Journal of Trauma & Dissociation. 2011; 12 (5): 495-509.
  9. Carey E., Hill F., Devine A., Szücs D.. The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Psychol,07January 2016
  10. Henschel S., Roick T.. Relationships of mathematics performance, control and value beliefs with cognitive and affective math anxiety.  J.. Learning and Individual Differences.2017; 55(1): 97-107
  11. Sadeck B, Sadeck V.. Summary of Kaplan & Sadeck Psychiatry Behavioral Sciences Clinical Psychiatry. (Translated by Farzin Rezaei). Tehran: Arjmand Publications; 1394. First volume.), 2015[Persian]
  12. Fritz A., Haase V.G., Rasanen P.. International Handbook of Mathematical Learning Difficulties, Springer Nature; 2019. 9783319971476.
  13. Yilmaz M., Orhan F.. High school student's educational usage of Internet and their learning approaches. World Journal on Educ Technol; 2010; 2 (2): 100-112.
  14. Aldo D., Hooria J., Goldin R., Gross J.J.. Adaptive and Maladaptive Emotion Regulation Strategies: Interactive effects during CBT for Social Anxiety Disorder, Anxiety Disorder. J Anxiety Disord; 2014. May28(4): 382–389.Available.
  15. Sorvo R. Koponen T., Viholainen H.. Aro T. Räikkönen E. Peura P. et al. Math anxiety and its relationship with basic arithmetic skills among primary school children. Br. J. Educ. Psychol; 2017. Available from: http://Pub Med 87309–327. 10.1111 / bjep.12151.
  16. Freilich R., Shechtman, Z.. The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities, Arts Psychother, 2010; 37 (2): 97-105.
  17. Goldin P.R., Gross J.J.. Effects of mindfulness-based stress reduction on Emotion Regulation in social anxiety disorder. Emotion, 2010; 10 (1): 83-91.
  18. Asgari M., Matini A.. The effect of emotion regulation training by Gross method on impulsivity of smoking students. Tehran: Quarterly Journal of Counseling and Psychotherapy Culture of Allameh Tabatabaei University; Eleventh Year, No. 1398; 24: 490-402. [Persian].
  19. Sattarpour F., Ahmadi E., BafandehGharamaleki H.. Effectiveness Emotion Regulation training on reduction of symptoms depression students, Shenakht journal of psychology & psychiatry, 2014; 1 (1): 31-38, [Persian].
  20. Harris B., Petersen D.. Developing Math Skills in Early Childhood, Mathematica Policy Research; 2017. Availabl from: https://files.eric.ed.gov /fulltext/ED594025.pdf.No.fd75b 60c192c4c569710923933b4a10ae.
  21. Glisson L., Leitao S., glassen M.. Evaluating the efficacy of a small-group oral narrative intervention program for pre-primary children with narrative difficulties in a mainstream school setting, Australian Journal of Learning Difficulties, 2019; 24 (1): 1 -20 Availabl from: https://espace.curtin.edu.au /handle /20.500. 11937/59145
  22. Davalnoo H.. Unconscious unlocking. (Translation by Sigaroudi A). Tehran: Arjmand Publications, 2009. [Persian].
  23. Shedler J.. The Efficacy of Psychodynamic Psychotherapy. American Psychological Association, 2010; 65(2): 98–109.
  24. Driessen E., Cuijpers P., Matt S.C.D., Abbass A., Jonghe F.D., Dekker, J.J.M.. The efficacy of short-term psychodynamic psychotherapy for depression: meta-analysis. Department of Clinical Psychology, 2010; 30: 25–36.
  25. Krischer, Smolka B., Voigt B., Lehmkuhl G., HansHenning F.. Franke S., Hellmich M.. Effects of long-term psychodynamic psychotherapy on life quality in mentally disturbed children. Psychotherapy Research, 2019; 27:1-9.
  26. Prout T.A., Malone, Rice T., Hoffman L.. Resilience, Defense Mechanisms, and Implicit Emotion Regulation in Psychodynamic Child Psychotherapy, journal of Contemporary Psychotherapy, 2019; 49: 235–244.
  27. Ranjbar Soodjani Y., Sharifi K.. The effectiveness of short-term intensive scanning psychotherapy on social anxiety in mentally retarded children with impaired visual cognition. Special Education, 2015.
  28. Ken N.. Intensive and short-term dynamic psychotherapy reference (translated by Tahmasb a, Sattari A). Tehran: Binesh No Publications;1398.
  29. Afrooz GH., Kamkari K., Shokrzadeh SH.. New Test Method Tehran - Stanford – Binet, Execution method, scoring and interpretation. Tehran: University of Tehran Press, 1390.
  30. Shiri Aminlou M., Kamkari K., Shokrzadeh Sh.. Simultaneous validity of the new version of the Tehran-Stanford-Binet intelligence test and the second version of the Wechsler IQ scale in children with learning disabilities. Tehran: Journal of Exceptional Education, 2013; 1313(7):120
  31. Mohammad Ismaili A., Hooman H.. Adaptation and normalization of the Iranian Mathematics test. Tehran: Journal of Research in Exceptional Children, 1381; 4 (6): 332-332.
  32. Pekrun R., Goatz T., Perry R.P.. Achievement Emotions Questionnaire (AEQ), User, Mannal, Mannal Version.Germany: Department of Psychology University of Munich, 2005.
  33. Kadivar P., Farzad W., Kavsian J., Nikdel F.. Validation of Pekran Academic Emotions Questionnaire. Tehran: Quarterly Journal of Educational Innovations. 2009;8 (32):2009.
  34. Rashidi A R., Ghaedi O., Karami J.. Effectiveness of short-term psychodynamic Group therapy on self-esteem of people with social anxiety. Frooyesh, 2016; 5 (3):67-88.
  35. Frederickson J.. Co-creation of change: effective techniques of scanning therapy. (Translation of Sigaroodi A). Tehran: Arjmand Publications; 2013.
  36. Margaret J., Snowling M., Charles H.. Annual research review:The natur and classification of reading disorders – a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 2012:53-60.
  37. Kaur D., Koval A., Chaney H.. Potential of using Ipads as a supplement to teach math to students with learning disabilities. International Journal of Research in Education and Science (IJRES), 2017;3(1): 114-121.
  38. Pirkaefi A., Manavipour D.. Investigating and Compari Son of Student's Emotional Intelligence with Problem-Solving and Flexibilit. journal of social cognition, 2012; 1(1):5-10. [Persian].
  39. Freilich R., Shechtman Z.. The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. Arts Psychother; 2010.37(2): 97-105.
  40. Schneider M. Beeres K. Coban L. Merz S. Schmidt S. Stricker J. et al. Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis. Dev. Sci, 2017; 20:1–16.
  41. Goldin P. R., Gross J.J.. Effects of mindfulness-based stress reduction on Emotion Regulation in social anxiety disorder. Emotion, 2010; 10(1):83-91.
  42. FLückiger C., DelRe A.C., Wampold B.E., Symonds D., Horvath A.O.. How central is the alliance in psychotherapy? A multilevel longitudinal meta-analysis. Journal of Counseling Psychology, 2012;59(1):10-17
خانواده و بهداشت
دوره 11، شماره 2 - شماره پیاپی 28
مقالات
مرداد 1400
صفحه 142-163

فایل ها

سابقه مقاله

  • تاریخ دریافت: 20 خرداد 1400
  • تاریخ بازنگری: 05 تیر 1400
  • تاریخ پذیرش: 24 مرداد 1400

هم رسانی

ارجاع به این مقاله

آمار