Rooyesh-e-Ravanshenasi Journal(RRJ)
رویش روان شناسی
Rooyesh
Literature & Humanities
http://frooyesh.ir
1
admin
2383-353X
2383-353X
8
10.29252/Rooyesh
14
8888
3/18/67772
fa
jalali
1400
10
1
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2022
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10
11
online
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fulltext
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اثربخشی آموزش خودتنظیمی رفتاری بر بهبود علائم تکانشوری، توجه و تمرکز دانش-آموزان مبتلا به بیش فعالی- تکانشگری
The effectiveness of behavioral self-regulation training on improving impulsivity symptoms, attention and concentration of students with hyperactivity-impulsivity
روانشناسی بالینی
Clinical Psychology
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="text-autospace:none"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این پژوهش به منظور تعیین اثربخشی آموزش خودتنظیمی رفتاری بر بهبود علائم تکانشوری، توجه و تمرکز دانش</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">­</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزان مبتلا به بیش فعالی- تکانشگری صورت گرفت. روش پژوهش نیمه ­آزمایشی با طرح پیش­آزمون</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span majalla="" sakkal="" 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 با گروه کنترل بود. جامعه آماری پژوهش شامل تمامی کودکان مبتلا به اختلال نقص توجه-بیش­فعالی در دامنه سنی 9- 12ساله مراجعه­کننده به مراکز درمانی و دانش­آموزان مدارس استثنایی شهر اردبیل در نیمه دوم سال 1398 بودند. تعداد نمونه مورد پژوهش شامل 30 نفر از کودکان بود که به روش نمونه­گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش (15 نفر) و در انتظار درمان (15 نفر) جایگزین شدند. گروه آزمایشی 9 جلسه 45-60 دقیقه­­ای آموزش خودتنظیمی رفتاری دریافت کردند.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> به منظور گردآوری داده­ها از مقیاس خودبازداری</span></span></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 dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SRS</span></span></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="AR-SA" 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:">وینبرگر و شوارتز</span></span></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="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">1990)</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، آزمون مربع­های دنباله­دار تولز- پیرون</span></span></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 dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span cambria="" style="font-family:">TPT</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) (1986) و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون توجه </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 dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">TAD2</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:">(1970) استفاده شد. تجزیه تحلیل داده­­ها با آزمون تحلیل کواریانس چند</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">­</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">متغیره (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">MANCOVA</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) با نرم­افزارآماری </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SPSS<sub>22</sub></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> صورت گرفت. یافته­ها نشان داد </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزش</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">خودتنظیمی رفتاری </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تأثیر معناداری بر کاهش علائم تکانشوری (862/157</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> ؛ 0.01</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P<</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و بهبود توجه (57/38</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> ؛ 0.01</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P<</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و تمرکز (123/20</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> ؛ 0.01</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P<</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) داشت. نتایج به دست آمده نشانگر قابلیت علمی مناسب مداخله آموزشی خودتنظیمی بر بهبود علائم تکانشوری، توجه و تمرکز دانش­آموزان مبتلا به بیش­فعالی- تکانشگری بود.</span></span></span></span></span></span></span></span></span></span></span>
<span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><span style="font-size:9.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">This study was conducted to evaluate the effectiveness of behavioral self-regulation training on improving impulsivity symptoms, attention, and concentration of students with hyperactivity-impulsivity. The research method was quasi-experimental with a pre-test-post-test design with the control group. The statistical population of the study included all children with ADHD in the age range of 9-12 years who were referred to medical centers and students of special schools in Ardabil in the second half of 2020. The number of samples included 30 children in the community who were selected by the available sampling method and randomly assigned to experimental (n=15) and control (n =15) groups. The experimental group received 9 sessions of 45-60 minutes of behavioral self-regulation training. In order to collect data, the Self-restraint scale (SRS) (Weinberger and Schwartz, 1990), Toulouse piéron test (TPT) (1986), and Test of Attention (</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">TAD2</span></span></span><span style="font-size:9.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">) (1970) were used. Data were analyzed by multivariate analysis of variance (MANCOVA) with SPSS22 software. Results showed that behavioral self-regulation training had a significant effect on a decrease in impulsivity symptoms (F= 157.862; P<0.01) and improved attention (F= 38.57; P<0.01) and concentration (F =123/203; P<0.01). The results showed the appropriate scientific capability of self-regulatory educational intervention on improving impulsivity symptoms, attention, and concentration of students with impulsivity-impulsivity.</span></span></span></span></span></span></span></span>
آموزش خودتنظیمی رفتاری, تکانشوری, توجه, تمرکز, بیشفعالی- تکانشگر
behavioral self-regulation training, impulsivity, attention, concentration hyperactivity-impulsivity
257
268
http://frooyesh.ir/browse.php?a_code=A-10-6296-1&slc_lang=fa&sid=1
Sajjad
Ghoubadzadeh
سجاد
قبادزاده
g.rpasha@yahoo.com
100319475328460036204
100319475328460036204
No
Ph.D Student Psychology and Education of Exceptional Children, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
Reza
Pasha
رضا
پاشا
sajjad68ard@gmail.com
100319475328460036205
100319475328460036205
Yes
Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
دانشیار، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
Saeeid
Bakhtiarpoor
سعید
بختیارپور
saeedb81@yahoo.com
100319475328460036206
100319475328460036206
No
Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
استادیار، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
Rezvan
Homaei
رضوان
همائی
homaei@iauahvaz.ac.ir
100319475328460036207
100319475328460036207
No
Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
استادیار، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.