ORIGINAL_ARTICLE
اثربخشی آموزش تاب آوری بر فشار روانی دانش آموزان دختر دبیرستانی ساکن خوابگاه
هدف پژوهش حاضر بررسی اثربخشی آموزش تاب­آوری بر فشار روانی دانشآموزان دختر دبیرستانی ساکن در خوابگاه بود. بدین منظور از بین کلیهی دانشآموزان دبیرستانی ساکن در خوابگاههای شهرستان آباده، 30 نفر به روش نمونهگیری هدفمند، انتخاب و به صورت تصادفی در دو گروه آزمایش(15 نفر) و گواه (15 نفر) قرار گرفتند. پژوهش به روش نیمه آزمایشی و با استفاده از طرح پیش آزمون و پس آزمون همراه با گروه کنترل انجام گرفت. از بین دو گروه آزمایش و گواه، گروه آزمایش 9 جلسه آموزش تابآوری دریافت کردند. میزان استرس هر دو گروه، پیش از آغاز طرح و پس از اجرای طرح به وسیله پرسشنامهی استرس هری مورد سنجش قرار گرفت. به منظور تجزیه و تحلیل دادهها از آزمون تی مستقل و روش تحلیل واریانس استفاده شد. یافتهها نشان داد که تفاوت معناداری بین گروه آزمایش و گروه گواه وجود دارد، بدین معنا که آموزش برنامه تابآوری موجب کاهش معنادار در میانگین نمرات استرس گروه آزمایش نسبت به گروه گواه گردید. نتایج پژوهش نشان داد که آموزش برنامه تابآوری میتواند به عنوان یک روش مداخلهای مفید برای کاهش فشار روانی دانشآموزان به کار رود.
https://jsp.uma.ac.ir/article_322_506b44955a665e6054d8c1608d2a8396.pdf
2015-08-23
7
21
10.22098/jsp.2015.322
تاب آوری
فشار روانی
نوجوانی
دانش آموزان دختر
عذرا
جاهد مطلق
ajahed65@yahoo.com
1
کارشناس ارشد مشاوره خانواده، دانشگاه علوم بهزیستی و توانبخشی
LEAD_AUTHOR
سید جلال
یونسی
jyounesi@uswr.ac.ir
2
دانشیار گروه مشاوره، دانشگاه علوم بهزیستی و توانبخشی
AUTHOR
منوچهر
ازخوش
3
استادیار گروه مشاوره، دانشگاه علوم بهزیستی و توانبخشی
AUTHOR
مرجان
فرضی
4
کارشناس ارشد روان سنجی، دانشگاه علامه طباطبایی
AUTHOR
References
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14
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29
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ORIGINAL_ARTICLE
تأثیر آموزش مدیریت شناختی رفتاری استرس بر کاهش استرس تحصیلی ناشی از انتظارات شخصی و انتظارات والدین در دانشآموزان
پژوهش حاضر با هدف بررسی اثربخشی مدیریت استرس به شیوه ی شناختی-رفتاری بر کاهش استرس تحصیلی ناشی از انتظارات خود و والدین در دانشآموزان دختر سال اول دبیرستان که تحت تاثیر استرس تحصیلی قرار داشتند، طراحی شده است. با استفاده از یک غربالگری اولیه، 250دانشآموز سال اول دبیرستان از طریق پرسشنامه ی استرس انتظارات تحصیلی ارزیابی شدند. از این تعداد، 85 دانشآموز براساس اکتساب نمرات 1 انحراف معیار بالاتر از میانگین دارای استرس انتظارات تحصیلی بالا در نظر گرفته شدند که از بین آنها تعداد 54 نفر به صورت تصادفی ساده انتخاب و در دو گروه کنترل و آزمایش قرار گرفتند. با استفاده از یک طرح آزمایشی پیش­آزمون-پس­آزمون با گروه کنترل، گروه آزمایش طی 10 جلسه تحت شیوههای آموزش مدیریت استرس به شیوه شناختی-رفتاری قرار گرفت، در حالی که در این مدت گروه کنترل هیچ مداخله­ای را دریافت نکردند. هر دو گروه در پیش­آزمون و پس­آزمون با استفاده از مقیاس استرس تحصیلی ناشی از انتظارات خود و والدین مورد ارزیابی قرار گرفتند و نتایج با استفاده از آزمون تحلیل کوواریانس چند متغیری تحلیل شد. یافته­ها نشان داد که بین دو گروه در پیش آزمون تفاوت معنادار وجود نداشت، اما آموزش مدیریت استرس به شیوه ی شناختی-رفتاری در گروه آزمایش، نمرات استرس انتظارات تحصیلی را بطور معنیداری کاهش داد. بنابراین برنامه آموزش مدیریت استرس به شیوه ی شناختی-رفتاری می­تواند جزء برنامه­های مداخلاتی در سطوح گروه­های هدف و جمعیت عمومی مراکز مشاوره ی مدارس در نظر گرفته شود و از طریق کاهش استرس تحصیلی دانشآموزان به افزایش بهره­وری محیط آموزشی کمک کند.
https://jsp.uma.ac.ir/article_323_c684ae669403c44b0a2427ca39f6d08e.pdf
2015-08-23
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مدیریت استرس به شیوه شناختی- رفتاری
استرس انتظارات تحصیلی
دانشآموزان
مجتبی
حبیبی
babakhbibi@yahoo.com
1
استادیار دانشگاه شهید بهشتی
LEAD_AUTHOR
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Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education, 42, 572–579.
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Lee, M., & Larson, R. (2000). The Korean ‘‘Examination Hell’’: Long hours of studying, distress and depression. Journal of Youth and Adolescence, 29, 249–271.
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Linn, B. S., & Zeppa, R. (1984). Stress in junior medical students: relationship to personality and performance. J Med Educ, 59(5),7-12.
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31
Misra, R., & Castillo, L. (2004). Academic Stress among College Students: Comparison of American and International Students. International Journal of Stress Management, 11, 132-148.
32
MoghimIslam, M., jafari, P., & Hoseini, M. (2013). Impact of Stress Management Training on the Girl High School Student Academic Achievement. Procedia-Social and Behavioral Sciences, 89, 22-26.
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Orly, S., Rivka, B., Rivka, E., & Dorit, S. (2012). Are cognitive-behavioral interventions effective in reducing occupational stress among nurses? Applied Nursing Research, 25 (3), 152-157.
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Rumberger, R. W. (1995). Dropping out of middle school: a multilevel analysis of students and schools. American Educational Research Journal, 32(5),583-596.
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Salili, F., Chiu, C. Y., & Lai, S. (2001). The influence of culture and context on students’ motivational orientation and performance. In F. Salili, C. Y. Chiu, & Y. Y. Hong (Eds.),
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Shek, D. T. L. (1995). Adolescent mental health in different Chinese societies. International Journal of Adolescent Medicine and Health, 8, 117-155
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Trusty, J. (2000). High educational expectations and low achievement: stability of educational goals across adolescence. The Journal of Educational Research, 93(6), 356-365.
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ORIGINAL_ARTICLE
اثربخشی آموزش مهارتهای ارتباطی برخودپنداره و احساس تنهایی دانشآموزان با آسیب شنوایی
هدف پژوهش حاضر بررسی اثربخشی آموزش مهارتهای ارتباطی بر خودپنداره و احساس تنهایی دانشآموزان با آسیبشنوایی است. طرح پژوهش، آزمایشی از نوع پیشآزمون- پسآزمون با گروه کنترل است. جامعه آماری شامل دانشآموزان پسر با آسیب شنوایی مقطع راهنمایی شهرستان ساری در سال تحصیلی 90-1389 بود. نمونهای به حجم 30 نفر با روش نمونهگیری تصادفی ساده انتخاب شدند و به طور تصادفی در دو گروه آزمایشی (15 نفر) و کنترل (15 نفر) جای دهی شدند. برای جمعآوری دادهها ازمقیاس تجدید نظر شده احساس تنهایی و مقیاس خودپنداره راجرز استفاده شد و برای گروه آزمایش، آموزش مهارتهای ارتباطی در 8 جلسه 90 دقیقهای برگزار شد. نتایج آزمون تحلیل کوواریانس چند متغیری نشان داد آموزش مهارتهای ارتباطی موجب کاهش احساس تنهایی و افزایش میزان خودپنداره دانشآموزان با آسیب شنوایی میشود. این نتایج میتواند پشتوانهای برای کاربست آموزش مهارتهای ارتباطی درکنار دورههای آموزش تحصیلی برای دانشآموزان با آسیب شنوایی باشد.
https://jsp.uma.ac.ir/article_324_a1090d3c5260f0cbb2ab3688454add75.pdf
2015-08-23
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مهارتهای ارتباطی
خودپنداره
احساس تنهایی
آسیب شنوایی
جبار
رنجبر
g.rangabr@yahoo.com
1
کارشناس ارشد روانشناسی، دانشگاه آزاد اسالمی تنکابن
LEAD_AUTHOR
مرتضی
ترخان
soniya.jahedi04@gmail.com
2
دانشیار گروه روانشناسی، دانشگاه پیام نور تهران
AUTHOR
محبوبه
طاهر
mahboobe.taher@yahoo.com
3
دانشجوی دکتری روانشناسی، دانشگاه محقق اردبیلی
AUTHOR
عباسعلی
حسین خانزاده
abbaskhanzade@gmail.com
4
دانشیار گروه روان شناسی دانشگاه گیلان
AUTHOR
مهدی
عیسیپور
5
کارشناسی ارشد روانشناسی، دانشگاه شیراز
AUTHOR
References
1
Abasian, R., Abedi, A., Nasr Azadani, S. & Seifi, Z. (2014). Effect of Panoura and Philipuo’s Meta cognitive Training Program on the self-concept of children with mathematics learning disabilities. Journal of Learning Disabilities, 3(2), 63-77. (Persian).
2
Afroz, Gh., Ghasemzadeh, S., Taziki, T. & Delgoshad, A. (2014). Effectiveness of mood regulation skills training on self concept and social competence of students with learning disabilities. Journal of Learning Disabilities, 3(3), 6-24. (Persian).
3
Ariyanpooran, S., Amiri manesh, M., Taghavi, D. & Haghtalab, T. (2014). Relationship between self-concept and academic motivation (reading, writing and math) in elementary students with LD. Journal of Learning Disabilities, 4(1), 56-72. (Persian).
4
Bench R. J. (1992). Communication skills in hearing–impaired children.London. Whurr Publisher.(Persian).
5
Berjis, M., Hakim Javadi, M., Taher, M., Lavasani, M. Gh. & Hossein Khanzadeh, A. A. (2014). A comparison of the amount of worry, hope and meaning of life in the mothers of deaf children, children with autism, and children with learning disability. Journal of Learning Disabilities, 3(1), 6-27. (Persian).
6
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7
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8
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9
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10
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11
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13
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14
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15
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17
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18
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35
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ORIGINAL_ARTICLE
بررسی اهمال کاری تحصیلی بر اساس متغیرهای جمعیت شناختی و رابطه ی آن با انگیزش پیشرفت و عملکرد تحصیلی دانش آموزان دبیرستانی
هدف از این مطالعه، بررسی اهمال­کاری تحصیلی در دانش­آموزان دبیرستانی و ارتباط آن با انگیزش پیشرفت و عملکرد تحصیلی بود. روش پژوهش از نوع همبستگی بود. جامعه آماری، متشکل از کلیه دانش­آموزان دبیرستانی بودند که در سال تحصیلی 1392- 1391، در دبیرستان­های شهر خلخال مشغول تحصیل بودند. از بین این جامعه، نمونه­ای به حجم 303 نفر (128 پسر و 175 دختر)، با روش نمونه­گیری طبقه­ای نسبی انتخاب شده و با استفاده از ابزارهای انگیزش پیشرفت هرمنس و مقیاس اهمال­کاری تحصیلی، اقدام به جمع­آوری اطلاعات شد. برای تجزیه و تحلیل داده­ها نیز از تحلیل واریانس یک متغیری، ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. یافته­ها نشان داد که بین برخی از مؤلفه­های اهمال­کاری تحصیلی دانش­آموزان پسر و دختر و دانش­آموزان پایه­های مختلف تحصیلی تفاوت معنا­دار وجود دارد. همچنین یافته­ها دلالت بر آن دارند که بین اهمال­کاری تحصیلی و مؤلفه­های آن با انگیزش پیشرفت دانش­آموزان رابطه معنا­دار وجود دارد (01/0>P). این نتایج تلویحاتی را برای فهم اهمال­کاری تحصیلی و استفاده از مداخلات تحصیلی برای تأثیرگذاری روی آن را به دنبال دارد.
https://jsp.uma.ac.ir/article_325_b52c5a1b548487e0fdd6655e12c2b358.pdf
2015-08-23
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اهمالکاری تحصیلی
انگیزش پیشرفت
عملکرد تحصیلی
دانشآموزان دبیرستانی
اکبر
عطادخت
ak.atadokht@yahoo.com
1
استادیار گروه روان شناسی، دانشگاه محقق اردبیلی
AUTHOR
عیسی
محمدی
mohammadi.tati@gmail.com
2
کارشناس ارشد روان شناسی، مدرس دانشگاه آزاد اسلامی واحد خلخال
LEAD_AUTHOR
سجاد
بشرپور
sajjadbasharpour@yahoo.com
3
دانشیار گروه روان شناسی، دانشگاه محقق اردبیلی
AUTHOR
References
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ORIGINAL_ARTICLE
مقایسهی سیستم بازداری – فعالسازی رفتاری و وضوح هیجانی در دانشآموزان با و بدون تجربه تروماتیک
هدف این مطالعه، مقایسه­ سیستم­های بازداری- فعال­سازی­رفتاری و وضوح­هیجانی در دانش­آموزان با و بدون تجربه تروماتیک بود. در یک مطالعه مقطعی، تعداد 1000دانش­آموز به روش نمونه­گیری خوشه­ای چند مرحله­ای از بین مدارس شهر مشهد انتخاب و پس از غربالگری، در دو گروه دارای(253 نفر) و بدون تجربه تروماتیک (309 نفر) قرار گرفتند. برای جمع­آوری داده­ها از پرسشنامه­ سرند­ کردن حوادث تروماتیک - فرم خود­گزارش­دهی، مقیاس ضربه­رویداد- تجدید نظرشده، مقیاس رگه­های­ فراخلقی و مقیاس فعالسازی- بازداری رفتاری استفاده شد. نتایج نشان دادکه دانش­آموزان با تجربه تروماتیک در سیستم فعال­سازی­- بازداری رفتاری و وضوح­هیجانی میانگین نمرات کمتری دارند (001/0>P). نتایج تحلیل رگرسیون چندگانه نیزنشان داد که سیستم فعال­سازی ­رفتاری، سیستم بازداری­ رفتاری و وضوح ­هیجانی 19درصد از واریانس علائم استرس پس از سانحه را در افراد با تجربه تروما به طور معناداری تبیین میکند. این نتایج بیان می­کندکه دانش­آموزان با تجربه تروما در سیستم بازداری- فعال ­سازی رفتاری با مشکلات بیشتری مواجه بوده و وضوح­ هیجانی کمتری دارند.
https://jsp.uma.ac.ir/article_326_7d6819adaeccf3122dcb04fd4cc9d1fd.pdf
2015-08-23
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تروما
فعال سازی رفتاری
بازداری رفتاری
وضوح هیجانی
سمیه
قدیری ذبیحی
sghadiri@ymail.com
1
کارشناس ارشد روانشناسی، دانشگاه محقق اردبیلی
LEAD_AUTHOR
عباس
ابوالقاسمی
abolghasemi@yahoo.com
2
استاد گروه روانشناسی، دانشگاه گیلان
AUTHOR
سیف الله
آقاجانی
sf-aghajani@yahoo.com
3
استادیار گروه روان شناسی، دانشگاه پیام نور، ایران
AUTHOR
References
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Pine, D. S. & Cohn, J. A. (2002). Trauma in Children and Adolescents: Risk and Treatment of Psychiatric Seqelate. Society 0f Biological Psychiatry, 51(7), 519-531.
37
Powers, A., Cross, D., Fani, N.& Bradly, B. (2015). PTSD, emotion dysregulation, and dissociative symptoms in a highly traumatized sample.Journal of Psychiatric Research, 61, 174- 179.
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Ross, R. R., Keiser, H. N., Strong, J. V. & Webb, C. M. (2013).Reinforcement sensitivity theory and symptoms of personality disorder: Specificity of the BIS in Cluster C and BAS in Cluster BPersonality and Individual Differences. Personality and Individual Differences, 54(2), 289 – 293.
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Seyed Mousavi, P., Pour Etemad, H., Faiazbakhsh, M., Esmailbeigi, F. & Farnoudian, P. (2011). The relationship between behavioral inhibition and activation systems and behavioral and emotional problems in adolescents. Journal of Research in Behavioral Sciences, 9(3), 155-163. (Persian).
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50
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ORIGINAL_ARTICLE
تبیین نقش ویژگیهای سازمانی مدارس بر اعتماد و رفتار شهروندی سازمانی معلمان
پژوهش حاضر با هدف تعیین رابطه و پیش­بینی اعتماد و رفتار شهروندی سازمانی معلمان از طریق ویژگیهای سازمانی مدارس انجام شده است. جامعه آماری این پژوهش کلیه معلمان مدارس متوسطه ناحیه دو آموزش و پرورش شهر ارومیه بوده که از میان آنان 159 نفر با روش نمونه­گیری تصادفی ساده انتخاب شدند .روش تحقیق توصیفی از نوع همبستگی بوده و برای گردآوری داده­ها از پرسشنامه رفتار ­شهروندی سازمانی، فرهنگ سازمانی و پرسشنامه رسمیت سازمانی استفاده شد. داده های به دست آمده از طریق روش همبستگی و تحلیل رگرسیون به روش گام به گام مورد تحلیل قرار گرفت. نتایج پژوهش نشان داد که بین ویژگی­های سازمانی مدارس (بهغیر از اندازه سازمانی) با اعتماد و رفتار شهروندی معلمان رابطه مثبت معنی­دار وجود دارد. از بین ویژگی­های سازمانی مدارس، متغیر فرهنگ سازمانی تاثیر معنی­دار و مثبتی بر روی اعتماد و رفتار شهروندی دارد. فرهنگ سازمانی 51 درصد واریانس اعتماد کارکنان و 18 درصد واریانس رفتار شهروندی آنان را تبیین نمود.
https://jsp.uma.ac.ir/article_327_c31d4a05124866b30f8e2b49d7940fc4.pdf
2015-08-23
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فرهنگسازمانی
رسمیت سازمانی
اندازهی سازمانی
اعتماد سازمانی
رفتار شهروندی سازمانی
مهدی
کاظم زاده بیطالی
mehdikazemzadee@gmail.com
1
کارشناس ارشد مدیریت آموزشی، دانشگاه ارومیه
AUTHOR
محمد
حسنی
mhassani101@gmail.com
2
دانشیار گروه علوم تربیتی، دانشگاه ارومیه
LEAD_AUTHOR
References
1
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2
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8
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9
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20
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21
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22
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23
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ORIGINAL_ARTICLE
نقش رفتارهای نوع دوستانه و گرایشات مذهبی در پیش بینی مشارکت اجتماعی و سیاسی دانش آموزان دبیرستانهای اردبیل
هدف این مطالعه توصیفی، تعیین نقش رفتارهای نوع دوستانه و گرایشاتمذهبی در پیشبینی مشارکت اجتماعی و سیاسی دانش آموزان مقطع متوسطه اردبیل بود. نمونه پژوهش، شامل 395 دانشآموز دختر و پسر شاغل به تحصیل در پایههای سوم و چهارم بودکه به صورت تصادفی ساده انتخاب شده بودند. برای جمعآوری دادهها از پرسشنامههای رفتار نوع دوستانه و گرایشات مذهبی و چک لیست مشارکت اجتماعی و سیاسی استفاده شد. نتایج پژوهش که با روش همبستگی تحلیل شد نشان داد که نوع دوستی و گرایش عملی به مذهب با مشارکت اجتماعی همبستگی معناداری دارد، در صورتی که فقط نوع دوستی با مشارکت سیاسی همبستگی مثبت معنی داری دارد. تحلیل رگرسیون چند متغیری نشان داد که 8/21 درصد واریانس مربوط به مشارکت اجتماعی و 1/11 درصد واریانس مربوط به مشارکت سیاسی از طریق رفتارهای نوع دوستانه و گرایشات مذهبی تبیین می شود. نتایج نشان می دهد که افزایش سطح رفتارهای نوع دوستانه و تقویت گرایشات مذهبی، می تواند مشارکت اجتماعی و سیاسی را افزایش دهد.
https://jsp.uma.ac.ir/article_328_91891ace6bde82af216c467b08db5f93.pdf
2015-08-23
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رفتار نوع دوستانه
گرایش مذهبی
مشارکت اجتماعی
مشارکت سیاسی
محمد رضا
مولائی
mrmolaie@gmail.com
1
عضو هیأت علمی گروه معارف اسلامی، دانشگاه محقق اردبیلی
LEAD_AUTHOR
References
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ORIGINAL_ARTICLE
بررسی تأثیر توانبخشی شناختی بر بهبود نگهداری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلال ADHD
هدف اصلی پژوهش حاضر بررسی اثربخشی توانبخشی شناختی بر نگهداری توجه و پیشرفت تحصیلی ریاضی دانش آموزان دارای اختلال ADHD بود. برای وصول به این هدف، از بین جامعه آماری که شامل کلیه دانش آموزان دارای اختلال ADHD پایه­ی چهارم، پنجم و ششم ابتدایی شهر اردبیل در سال تحصیلی 93-1392 بود،32 دانش آموز مبتلا به اختلال ADHD به صورت نمونه گیری تصادفی انتخاب شدند. ابزارهای مورد استفاده در پژوهش حاضر شامل پرسش نامه محقق ساخته، پرسشنامهکانرزوالدین، مصاحبةبالینی، مجموعه آزمون استاندارد شده حساب یا آزمون پیشرفت تحصیلی و تشخیصی ریاضی شلو و آزمون عملکرد پیوسته بود. ضمن آنکه روش تحقیق پژوهش حاضر یک مطالعة آزمایشی با کار آزمایی بالینی است که با طرح پیش آزمون و پس آزمون با گروه گواه انجام شد، دادههای گردآوری شده با استفاده از آزمون تحلیل واریانس چند متغیری (MANOVA) مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که بین دو گروه دانش آموزان دارای اختلال ADHD و گروه کنترل در نگهداری توجه و پیشرفت تحصیلی ریاضی تفاوت معنی داری وجود دارد؛ بدین معنا که نگهداری توجه و پیشرفت تحصیلی ریاضی بین دو گروه بعد از آموزش توانبخشی شناختی متفاوت است. می توان نتیجه گرفت که از مداخله توانبخشی شناختی می توان برای بهبود نگهداری توجه و پیشرفت تحصیلی دانش آموزان دارای اختلال ADHD استفاده کرد.
https://jsp.uma.ac.ir/article_329_e416b164ac114de38b31b80483b9cfc1.pdf
2015-08-23
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کمبود توجه/ بیش فعالی
نگهداری توجه
پیشرفت تحصیلی ریاضی
توانبخشی شناختی
محمد
نریمانی
narimani@uma.ac.ir
1
استاد گروه روان شناسی، دانشگاه محقق اردبیلی
LEAD_AUTHOR
اسماعیل
سلیمانی
soleymani.psy@yahoo.com
2
استادیار روان شناسی، گروه علوم تربیتی، دانشگاه ارومیه
AUTHOR
نرگس
تبریزچی
3
کارشناس ارشد ادبیات فارسی، اداره کل آموزش و پرورش استان آذربایجان شرقی
AUTHOR
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