fa اثربخشی آموزش مهارت‌های اجتماعی_ هیجانی بر خودتنظیمی و بازشناسی هیجان کودکان دارای اختلال نارسایی توجه/ بیش فعالی روانشناسی تربیتی Educational Psychology پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">هدف پژوهش حاضر تعیین اثربخشی آموزش مهارت‌های اجتماعی_ هیجانی بر خودتنظیمی و بازشناسی هیجان کودکان دارای اختلال نارسایی توجه/ بیش فعالی</span></span></span><b> </b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود. روش پژوهش نیمه&shy;آزمایشی ﺑﺎ ﻃﺮح ﭘﻴﺶآزﻣﻮن</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span cambria="" style="font-family:">_</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ﭘﺲآزﻣﻮن و ﮔـﺮوه</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> ﻛﻨﺘﺮل بود. جامعه آماری شامل کلیه دانش آموزان پسر دارای اختلال ناراسایی توجه/ بیش‌فعالی پایه پنجم و ششم ابتدایی شهر تهران در سال تحصیلی 1398 </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span arial="" style="font-family:">&ndash;</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> 1399بود.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> حجم نمونه پژوهش شامل 30 کودک پسر بود که به روش نمونه گیری دردسترس انتخاب شدند و به شیوه تصادفی در دو گروه گمارده شدند (هر گروه 15 نفر). ابزار پژوهش شامل </span></span></span><span class="Heading2Char" style="font-family:Cambria,serif"><span style="color:#4f81bd"><span style="font-weight:bold"><span lang="AR-SA" style="font-size:13.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پرسشنامه خودتنظیمی (</span></span></span></span></span></span><span class="Heading2Char" style="font-family:Cambria,serif"><span style="color:#4f81bd"><span style="font-weight:bold"><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SRQ</span></span></span></span></span></span><span class="Heading2Char" style="font-family:Cambria,serif"><span style="color:#4f81bd"><span style="font-weight:bold"><span lang="AR-SA" style="font-size:13.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) </span></span></span></span></span></span><span b="" lang="AR-SA" nazanin="" style="font-family:">بوفارد</span> <span b="" lang="AR-SA" nazanin="" style="font-family:">و همکاران (1995) و آزمون بازشناسی هیجان چهره</span> <b><span b="" lang="FA" nazanin="" style="font-family:">(</span></b><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">FART</span></span></span><b><span b="" lang="FA" nazanin="" style="font-family:">)</span></b>&nbsp;<span b="" lang="FA" nazanin="" style="font-family:">اکمن (1976) </span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود. گروه گواه مداخله&shy;ای دریافت نکرد</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">،</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> اما&nbsp; گروه آزمایش پژوهش مداخله </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مهارت‌های اجتماعی_ هیجانی </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">را در طول 12 جلسه دریافت کرد. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">برای تحلیل داده&shy;ها از تحلیل کوواریانس چندمتغیری استفاده شد.</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">یافته&shy;ها</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نشان داد که با کنترل پیش&shy;آزمون بین میانگین پس&shy;آزمون خودتنظیمی شناختی،<b> </b>خودتنظیمی فراشناختی و </span></span></span><span b="" lang="FA" nazanin="" style="font-family:">بازشناسی هیجان در دو گروه آزمایش و کنترل تفاوت معنادری در سطح 01/0 وجود داشت</span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج نشان داد که </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزش مهارت اجتماعی - هیجانی</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، احتمالا درمان کارآمدی برای درمان خودتنظیمی و بازشناسی هیجان در کودکان دارای اختلال نارسایی توجه/ بیش فعالی</span></span></span><b> </b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">است.</span></span></span></span></span></span></span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The purpose of this study was to determine the effectiveness of social-emotional skills training on self-regulation and emotional recognition of children with attention-deficit/hyperactivity disorder. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all male students with attention-deficit/hyperactivity disorder in the fifth and sixth grades of Tehran in the academic year of </span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">2020-2021</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The sample size of the research included 30 male children who were selected by available sampling method and randomly assigned to two groups (15 people in each group). The research tool included the self-regulation questionnaire (SRQ) of Bouffard et al. (1995) and the&nbsp;</span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Facial Affect Recognition Task (FART) of Ekman (1976)</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The control group did not receive any intervention, but the research experimental group received social-emotional skills intervention during 12 sessions. Multivariate covariance analysis was used to analyze the data. The findings showed that with pre-test control, there was a significant difference between the post-test average of cognitive self-regulation, meta-cognitive self-regulation, and emotion recognition in the two experimental and control groups at the level of 0.01. The results showed that social-emotional skill training is probably an effective treatment for self-regulation and emotion recognition in children with attention-deficit/hyperactivity disorder.</span></span></span> اختلال نارسایی توجه/ بیش فعالی, بازشناسی هیجان خودتنظیمی, کودکان, مهارت‌های اجتماعی_ هیجانی. attention deficit/hyperactivity disorder, emotion recognition, children, self-regulation, social-emotional skills. 13 22 http://frooyesh.ir/browse.php?a_code=A-10-9799-1&slc_lang=fa&sid=1 Zohre Javidmehr زهره جاویدمهر Zahra.Javaheri@gmail.com 4240272696 100319475328460054315 No Master's degree, Psychology and Education of Exceptional Children, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran. کارشناسی ارشد، روان شناسی و آموزش کودکان استثنایی، دانشکده علوم تربیتی و روان شناسی، دانشگاه علامه طباطبایی، تهران، ایران. Hamid Alizadeh حمید علیزاده alizadeh@atu.ac.ir 0054123214 100319475328460054316 Yes Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. استاد گروه روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. Mohammad Asgari محمد عسگری drmasgari@atu.ac.ir 0051227324 100319475328460054317 No Associate Professor, Department of Assessment and Measuring, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. دانشیار گروه سنجش و اندازه­گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.