اثربخشي خودگويي هاي مثبت بر سرزندگي تحصيلي و اضطراب امتحان دانش آموزان با اختلال يادگيري خاص

The effectiveness of positive self-talk on academic buoyancy and students' test anxiety specific learning disorder

ﻫﺪف از اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺮرﺳﯽ ﺗﺎﺛﯿﺮ ﺧﻮدﮔﻮﯾﯽﻫﺎي ﻣﺜﺒﺖ ﺑﺮ ﺳﺮزﻧﺪﮔﯽ ﺗﺤـــ ﺼﯿﻠﯽ و اﺿـﻄﺮاب اﻣﺘﺤـﺎن داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي ﺧﺎص ﺑﻮد. روش ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ از ﻧﻮع ﭘﯿﺶ آزﻣﻮن ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﭘﺴـﺮ داراياﺧـﺘﻼل ﯾـﺎدﮔﯿﺮي ﺧـﺎص ﺳـﻮم اﺑﺘﺪاﯾﯽ آﻣﻮزش و ﭘﺮورش ﺷﻬﺮ اﺻﻔﻬﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 98- 97 ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿـﺮي ﺗﺼﺎدﻓﯽ ﭼﻨﺪ ﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺪﯾﻦ ﻣﻌﻨﺎ ﮐﻪ از 6 ﻧﺎﺣﯿﻪ آﻣﻮزش و ﭘﺮورش ﺷﻬﺮ اﺻﻔﻬﺎن، دو ﻧﺎﺣﯿﻪ و از اﯾﻦ دو ﻧﺎﺣﯿﻪ ﺷﺶ ﻣﺪرﺳﻪ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨـﺎب ﺷـﺪﻧﺪ. داﻧـﺶ آﻣـﻮز ان ﭘﺴـﺮ داراي اﺧـﺘﻼل ﯾﺎدﮔﯿﺮي ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺸﮑﻼت ﯾﺎدﮔﯿﺮي ﮐﻠﻮاردو اﻧﺘﺨﺎب و ﺑﺎ آزﻣﻮن ﻫﻮش وﮐﺴﻠﺮ ﭼﻬﺎرم ﺑﻪ ﻟﺤﺎظ ﻫﻮﺷـﯽ ﻫﻤﮕﻦ ﺷﺪه و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ )15( و ﮐﻨﺘﺮل )15( ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن در ﭘﮋوﻫﺶ در دو ﻣﺮﺣﻠﻪي ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﺑﻪ اﺑﺰارﻫﺎي ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ اﺿﻄﺮاب ﻓﯿﻠﯿـﭙﺲ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ ﭘﺎﺳﺦ دادﻧﺪ ﺟﻠﺴﺎت آﻣﻮزﺷﯽ ﺷـﺎﻣﻞ ده ﺟﻠﺴـﻪ ﻧـﻮده دﻗﯿﻘـﻪ اي ﺑـﺮ اﺳـﺎس ﻧﻈﺮﯾﻪي ﻣﺎﯾﮑﻨﺒﺎم و ﺑﺎ ﺗﺎﮐﯿﺪ ﺑﺮ روش ﺷﻨﺎﺧﺘﯽ-رﻓﺘـﺎرﯾﯽ ﺑـﻮد. ﮔـﺮوه ﮐﻨﺘـﺮال ﺗﺤـﺖ ﻫـﯿﭻ ﻣﺪاﺧﻠـﻪ اي ﻗـﺮار ﻧﮕﺮﻓﺘﻨﺪ. ﺗﺠﺰﯾﻪ ﺗﺤﻠﯿﻞ آﻣﺎري ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮاراﯾﺎﻧﺲ اﻧﺠﺎم ﺷـﺪ . ﻧﺘـﺎﯾﺞ ﺑﯿـﺎن ﮐﻨﻨـﺪه ي اﯾـﻦ ﻣﻄﻠﺐ اﺳﺖ ﮐﻪ آﻣﻮزش ﺧﻮدﮔﻮﯾﯽ ﻣﺜﺒﺖ در ﮐﺎﻫﺶ اﺿﻄﺮاب و ﺑﻬﺒﻮد ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﺗﺄﺛﯿﺮ ﻣﻌﻨﯽ دار )0/001 < p( داﺷﺘﻪ اﺳﺖ. ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ آﻣﻮزش ﺧﻮدﮔﻮﯾﯽ ﻣﺜﺒﺖ ﺑـﻪ داﻧـﺶ آﻣـﻮزان روش ﻣﻨﺎﺳﺒﯽ ﺑﺮاي ﺑﻬﺒﻮد ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ، و ﮐﺎﻫﺶ اﺿﻄﺮاب داﻧﺶآﻣﻮزان ﭘﺴﺮ ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮي اﺳﺖ.

The purpose of this study was to determine the effect of positive self-talk on academic buoyancy and test anxiety among students with specific learning disabilities. The research method was quasi-experimental pretest-posttest with control group. The statistical population consisted of all male students with specific learning disability in primary school of Isfahan in the academic year of 2018-2019. They were selected using multi-stage random sampling method. This means that from six education districts of Isfahan, two districts and from these two regions, six schools were selected randomly. Students with learning disabilities were integrated with Colorado learning disabilities questionnaire and Wechsler intelligence scale for children. They were randomly divided into two experimental (15) and control (15) groups. Participants in the research in two stages of pre-test and post-test responded to the research tools: Philips Anxiety Inventory and Academic Lifelong Learning Questionnaire. The training sessions consisted of ten sessions in minutes, based on the theory of Meichenbaum, with emphasis on cognitive-behavioral approach. The control group did not receive any training. Statistical analysis was performed using Co-variance analysis. The results indicate that positive self-talk training has a significant effect on reducing anxiety and improving academic buoyancy of male students. (p <0.001). Based on the results of positive self-talk training, students had a good way to improve academic buoyancy and reduce the anxiety of male students with specific learning disabilities.