پديد آورندگان :
ميرزايي تبار، فرزانه دانشگاه آزاد اسلامي واحد علوم و تحقيقات، تهران، ايران - گروه روان شناسي و آموزش كودكان استثنايي , ارجمندنيا، علي اكبر دانشگاه تهران، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي و آموزش كودكان استثنايي , افروز، غلامعلي دانشگاه تهران، تهران، ايران - دانشكدهٔ روان شناسي و علوم تربيتي - گروه روان شناسي و آموزش كودكان استثنايي
چكيده فارسي :
زمينه و هدف: واكنش‌هاي هيجاني نامناسب در كودكان و نوجوانان داراي ناتواني هوشي منجربه بروز مشكلات نگرشي در مادران آن‌ها مي‌شود. پژوهش حاضر به‌منظور بررسي اثربخشي آموزش برنامهٔ فرزندپروري بر نگرش مادران كودكان داراي ناتواني هوشي در شهر تهران انجام شد.
روش بررسي: پژوهش حاضر، مطالعه‌اي نيمه‌آزمايشي با طرح پيش‌آزمون و پس‌آزمون و گروه گواه بود. نمونهٔ پژوهش 34 نفر از مادران كودكان داراي ناتواني هوشي در دامنهٔ سني 6تا8 سال در سال تحصيلي 98-1397 بودند كه به‌شيوهٔ نمونه‌گيري دردسترس انتخاب شده و با انتصاب تصادفي در دو گروه 17نفري آزمايش و گواه جايدهي شدند. گروه آزمايش در دوازده جلسه آموزش برنامهٔ فرزندپروري به صورت هفته‌اي دو جلسه و هر جلسه 60 دقيقه شركت كرد؛ درحالي‌‌كه به گروه گواه اين آموزش ارائه نشد و در ليست انتظار ماند. ابزار استفاده‌‌شده در اين پژوهش پرسشنامهٔ نگرش‌هاي فرزندپروري والدين (شاپين، 1949) بود. داده‌ها با استفاده از تحليل كوواريانس چندمتغيري در سطح معناداري 0٫05 تحليل شد.
يافته‌ها: نتايج تحليل كوواريانس چندمتغيري نشان داد كه گروه‌هاي آزمايش و گواه در نگرش مادران به كودكان داراي ناتواني هوشي در مرحلهٔ پس‌آزمون تفاوت معناداري دارند و آموزش برنامهٔ فرزندپروري اثر مثبت و معناداري بر نگرش مادران كودكان با ناتواني هوشي داشته است (0٫001>p).
نتيجه‌گيري: براساس يافته‌هاي پژوهش، استفاده از برنامهٔ فرزندپروري با نتايج مثبت و مؤثري همراه بوده است. برنامهٔ فرزندپروري به بهزيستي فردي و تجربه‌هاي عاطفي شخصي وابسته بوده و بر نگرش افراد تأثير مي‌گذارد؛ بنابراين، به‌نظر مي‌رسد آموزش اين برنامه نقش مهمي در نگرش مادران كودكان داراي ناتواني هوشي ايفا كند.
چكيده لاتين :
Background and Objectives: Decreased rates of emotion regulation might be observed in children and adolescents with intellectual disability (ID) and their mothers. It is important to plan appropriate training programs for improving mothers’ attitudes toward children and adolescents
with ID. Parenting training programs could improve the mothers’ attitudes toward children and adolescents with ID. This is because children and adolescents with ID encounter numerous challenges in emotional reactions. Therefore, the present study aimed to investigate the effects of
the parenting training program on the attitude of the mothers of children with ID.
Methods: This was a quasi–experimental study with a pretest–posttest, and, a control group design. The study samples were 34 mothers of
children with ID who aged 6–8 years. The sampling was conducted in the 2018–2019 academic year, in Tehran City, Iran. The study subjects
were selected by random sampling method and were randomly assigned to the experimental and control groups. Each group consisted of 17
individuals. The study participants were from the middle socioeconomic class. The experimental group participated in a 12–session parenting
training program (two 60–min weekly sessions). However, the control group received no intervention and remained on the waiting list. The
applied instrument in this research was the Parenting Attitudes Questionnaire (PAQ) (Shoben, 1949). The PAQ was completed by the mothers
of children with ID in pretest and posttest phases. Therefore, the required data were collected through the questionnaire before and after providing
the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used in SPSS to analyze the obtained data (p<0.05).
Results: Initially, the normality of the study variables and the contingency of variance and covariance assumptions were tested. The Kolmogorov
Smirnov test data suggested that all variables were normally distributed. Moreover, Box test results confirmed the contingency of variance–
covariance assumption. Accordingly, the MANCOVA assumptions were established, and MANCOVA could be used for data analysis. The
MANCOVA results revealed a significant difference in the posttest scores of the experimental and control groups concerning the mothers’
attitudes toward their children with ID (p<0.001). The MANCOVA results also indicated that the parenting training program had a significant
and positive effect on the investigated mothers’ attitudes toward their children with ID. The Parenting training program improved the studied
mothers’ attitudes toward their children with ID. Furthermore, the obtained data revealed that the parenting training program significantly
impacted all subscales of mothers’ attitudes (domineer, sever dependency, & indifference) toward their children with ID (p<0.001). According
to Eta squared, 59%, 61%, and 65% of variations in components, such as domineer, sever dependency, and indifference, respectively, could be
explained by the participation of the mothers of children with ID in the parenting training program.
Conclusion: The parenting training program improved the attitude and its subscales (domineer, sever dependency, & indifference) in the mothers
of children with ID. This could be because the parenting program is related to subjective well–being and an individual’s affective experiences, which influences individuals’ attitudes. As a result, training this program could crucially affect the attitude of the mothers of children with ID.
