پديد آورندگان :
عاشوري، محمد دانشگاه اصفهان، اصفهان، ايران - دانشكدهٔ علوم تربيتي و روان شناسي - گروه روان شناسي و آموزش كودكان با نيازهاي خاص , نجفي، فاطمه دانشگاه اصفهان، اصفهان، ايران - دانشكدهٔ علوم تربيتي و روان شناسي
كليدواژه :
انعطاف پذيري شناختي , ناگويي هيجاني , نظم جويي شناختي هيجان , دانش آموزان ناشنوا
چكيده فارسي :
زمينه و هدف: ناشنوايي نوعي آسيب حسي عصبي رايج است كه به كاهش كيفيت زندگي، گوشه‌گيري، كاهش فعاليت‌هاي اجتماعي و احساس طردشدن منجر مي‌شود. كودكان و نوجوانان ناشنوا در انعطاف‌پذيري شناختي و واكنش‌هاي هيجاني با چالش‌هاي زيادي مواجه هستند. متأسفانه، واكنش‌هاي هيجاني نامناسب در اين كودكان و نوجوانان به بروز مشكلات شناختي و ناگويي هيجاني منجر مي‌شود؛ بنابراين، پژوهش حاضر به‌‌منظور بررسي اثربخشي آموزش برنامهٔ نظم‌جويي شناختي هيجان بر انعطاف پذيري شناختي و ناگويي هيجاني دانش‌آموزان ناشنوا انجام شد.
روش‌بررسي: پژوهش حاضر، مطالعه‌اي نيمه‌آزمايشي با طرح پيش‌آزمون-پس‌آزمون و گروه گواه بود. دانش‌آموزان ناشنواي شهر ياسوج جامعهٔ آماري اين پژوهش را تشكيل دادند. در اين پژوهش 24 دانش‌آموز ناشنوا شركت كردند كه به روش نمونه‌گيري دردسترس از مدرسهٔ ناشنوايان شقايق انتخاب شدند. شركت‌كنندگان در دو گروه 12نفري آزمايش و گواه قرار گرفتند. گروه آزمايش در هشت جلسه آموزش برنامهٔ نظم‌جويي شناختي هيجان شركت كرد؛ درحالي‌كه گروه گواه در اين جلسه‌هاي آموزشي شركت داده نشدند. ابزارهاي اين پژوهش مقياس انعطاف‌پذيري شناختي و مقياس ناگويي هيجاني بود. داده‌ها با استفاده از تحليل كوواريانس چندمتغيري در سطح معناداري 0٫05 تحليل شد.
يافته‌ها: نتايج تحليل كوواريانس چندمتغيري نشان داد كه گروه آزمايش و گواه در انعطاف‌پذيري شناختي و ناگويي هيجاني در مرحلهٔ پس‌آزمون تفاوت معناداري داشتند. آموزش برنامهٔ نظم‌جويي شناختي هيجان بر انعطاف‌پذيري شناختي و ناگويي هيجاني دانش‌آموزان ناشنوا اثر معناداري داشت (0٫001>p). درواقع، آموزش اين برنامه سبب بهبود انعطاف‌پذيري شناختي و ناگويي هيجاني دانش‌آموزان ناشنوا شده است.
نتيجه‌گيري: براساس يافته‌هاي پژوهش، استفاده از برنامهٔ نظم‌جويي شناختي هيجان با نتايج مثبت و مؤثري همراه بود؛ بنابراين، برنامه‌ريزي براي آموزش برنامهٔ نظم‌جويي شناختي هيجان نقش مهمي در انعطاف‌پذيري شناختي و ناگويي هيجاني دانش‌آموزان ناشنوا دارد.
چكيده لاتين :
Background & Objectives: Deafness is a common sensorineural impairment, leading to decreased life quality, withdrawal, reduced social activities, and feelings of rejection. These problems may consequently decrease the rate of cognitive flexibility and emotion regulation in
hearing–impaired children and adolescents. It might even sometimes generate alexithymia in them. Planning appropriate training programs to improve cognitive flexibility and emotion regulation in hearing–impaired children and adolescents is of importance. The cognitive emotion regulation training program is one of these approaches. This program significantly addresses cognitive flexibility and emotion regulation. In
addition, the cognitive emotion regulation training programs could increase cognitive flexibility and decrease alexithymia in students with
hearing impairments. Hearing–impaired children and adolescents face many challenges with cognitive flexibility and emotional reactions.
Inappropriate emotional reactions lead to cognitive problems and alexithymia in hearing–impaired children and adolescents .Therefore, the
present study aimed to determine the effectiveness of cognitive emotion regulation training program on cognitive flexibility and alexithymia in
hearing–impaired students.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The study participants were 24 hearing–
impaired students aged 15–19 years. They were selected by the convenience sampling method from the hearing–impaired school of Shaghaygh
in Yasoj City, Iran, in the 2017–2018 academic year. They were from a middle socioeconomic class. The study participants were randomly
divided into the experimental and control groups, each group consisting of 12 students. The experimental group participated in an 8–session
cognitive emotion regulation training program (two 50–minute sessions weekly); however, the control group received no intervention and
remained in the relevant waiting list. Denis and Vendoral Cognitive Flexibility Scale (CFS) (2010) and the Toronto Alexithymia Scale (TAS)
(Bagby, Parker, & Taylor, 1994) were used for assessing the study participants. The CFS and TAS were completed by hearing–impaired students
at pretest and posttest phases (i.e., before and after the training sessions). The obtained data were analyzed using Multivariate Analysis of
Covariance (MANCOVA) in SPSS at α=0.05.
Results: Initially, the normality of variables and contingency of variance and covariance assumptions were tested. The Kolmogorov–Smirnov
test results suggested that all variables were normally distributed. Besides, Box's M test confirmed the contingency of variance–covariance
assumption. Thus, the assumptions of MANCOVA were confirmed, and this test could be used for data analysis. The MANCOVA results
indicated that the experimental and control groups significantly differed in cognitive flexibility and alexithymia variables at the posttest stage
(p<0.001). The MANCOVA data also suggested that the cognitive emotion regulation training program significantly affected cognitive flexibility
and alexithymia in hearing–impaired students (p<0.001). In other words, the cognitive emotion regulation training program increased cognitive
flexibility and decreased alexithymia scores in hearing–impaired students. According to Eta squared measures, 54% and 61% of the variations
of the cognitive flexibility and alexithymia variables could be respectively explained by the study subjects’ participation in the cognitive emotion
regulation training program. Furthermore, the cognitive emotion regulation training program significantly affected all subscales of alexithymia
(difficulty in identifying feelings, difficulty in describing emotions, & objective thinking) in these students (p<0.001). According to Eta squared
values, 56%, 62%, and 55% of variations in difficulty in identifying feelings, difficulty in describing emotions, and objective thinking be
respectively explained by the study subjects’ participation in cognitive emotion regulation training program.
Conclusion: The cognitive emotion regulation training program improved the cognitive flexibility and alexithymia and its subscales (difficulty
in identifying feelings, difficulty in describing emotions, & objective thinking) among the hearing–impaired students. In other words, applying
this training program has been associated with effective and positive outcomes. Cognitive flexibility and alexithymia of the control group that
did not participate in the cognitive emotion regulation training program did not improve significantly. Therefore, paying attention to the cognitive
emotion regulation training program is essential. Accordingly, planning for providing training this program to hearing–impaired children and students is of particular importance.
