پديد آورندگان :
وحيدي، سولماز دانشگاه آزاد اسلامي، كرمان , منظري توكلي، عليرضا دانشگاه آزاد اسلامي، كرمان - گروه روان شناسي تربيتي , منظري توكلي، حمدالله دانشگاه آزاد اسلامي، كرمان - گروه روان شناسي تربيتي , سلطاني نژاد، امان الله دانشگاه آزاد اسلامي، كرمان - گروه روان شناسي تربيتي
كليدواژه :
كاركردهاي اجرايي , يادگيري خود تنظيمي , اضطراب رياضي , اختلال رياضي
چكيده فارسي :
هدف: تعداد زيادي از دانش‌آموزان مقاطع ابتدايي، راهنمايي و دبيرستان در يادگيري دروس رياضي مشكل دارند. در اﻳﻦ ﭘﮋوﻫﺶ اندازه اثر كاركردهاي اجرايي و سطوح يادگيري خود تنظيمي در پيش‌بيني اضطراب رياضي تعيين و بررسي شد.
روش‌بررسي: طرح پژوهش از نوع پژوهش‌هاي همبستگي مبتني‌بر روش مدل‌يابي معادلات ساختاري بود. جامعهٔ آماري پژوهش، تمامي دانش‌آموزان ابتدايي با اختلال يادگيري از شهر كرمان در سال تحصيلي 1397 بودند كه 120 ﻧﻔــﺮ از آن‌ها ﺑـﻪ روش ﻧﻤﻮﻧﻪگيري ﺧﻮﺷﻪاي تصادفي انتخاب گرديدند. ابزارهاي استفاده‌شده شامل: خرده آزمون تشابهات وكسلر (2001)، پرسشنامهٔ زمينه كلي يادگيري زيمرمان (1986) و اضطراب رياضي بليك و پاركر (1997) بود. داده‌ها با استفاده از روش‌هاي آماري رگرسيون خطي چندگانه و معادلات ساختاري و به كمك نرم‌افزارهاي SPSS-21 و AMOS-18 تجزيه و تحليل شد.
يافته‌ها: نتايج نشان داد كه مدل ارائه‌شده از برازش قابل قبولي برخوردار است. ضرايب رگرسيوني مدل نشان داد متغيرها به‌خوبي رابطهٔ بين كاركردهاي اجرايي و سطوح يادگيري خود تنظيمي با اضطراب رياضي را در دانش‌آموزان داراي اختلال يادگيري رياضي تبيين مي‌كنند. بين كاركردهاي اجرايي و اضطراب رياضي در بين دانش‌آموزان رابطهٔ معكوس و معناداري وجود داشت (0٫012=p). بين خود تنظيمي و اضطراب رياضي در بين دانش‌آموزان نيز رابطهٔ معكوس و معناداري وجود داشت (0٫007=p).
نتيجه‌گيري: براساس يافته‌هاي اين پژوهش كاركردهاي اجرايي و سطوح يادگيري خود تنظميي نقش تعيين‌كننده‌اي در اضطراب رياضي دانش‌آموزان با اختلال رياضي دارند.
چكيده لاتين :
Background & Objective: There are many students in elementary, secondary and high school levels in learning math lessons, and these students
have problems with cognitive functions in addition to educational difficulties. Math is a course where the proper function is always essential for
students and their parents. The importance of this field and its learning issues has led to the development of major research, including research
on the role of mathematical anxiety in learning mathematics. On the other hand, the useful functions are neuropsychological targets whose main
task is to control and coordinate behavior and to target individuals in different fields such as goal programming, self-monitoring, inappropriate
response inhibition, flexibility, and direction. Involve future behavior. In this regard, the purpose of this study was to determine the contribution
of executive functions and self-regulation learning levels to the prediction of math anxiety.
Methods: The research design was correlation research based on the structural equation modelling method. The statistical population of the
study included all elementary students with learning disabilities in Kerman city during 1397 academic year, 120 of them selected by random
cluster sampling. The tools used included Wackler's similarity tests (2001), Zimmerman's general field of reference (1986), Blake and Parker's
mathematical anxiety (1997), and a researcher-made math skills questionnaire. First, after obtaining the necessary permissions from the
Department of Education in districts 1 and 2 of Kerman, students with math disorders were identified through the implementation of a
mathematical-based researcher's test. After identifying 147 students with math disorders, 120 students in 4 schools (12 classes) of self-regulatory
learning questionnaire distributed among them, and in the next stage, each student individually at the school lab in terms of three components of
executive functions including organization Instruction-Planning, reasoning, and working memory tested.
Results: The results showed that the proposed model has acceptable fitness; the regression coefficients of the model indicate that the variables
as well as the relationship between executive functions and self-regulation levels of learning with mathematical anxiety of students with the math
learning disorder. Thus, there is a multiple relationship between the mentioned variables. There is a negative and significant relationship between
executive functions and math anxiety among students (p<0.012). There is a negative and significant relationship between self-regulation and
math anxiety among students (p=0.007). To evaluate the proposed model, Structural Equation Modeling (SEM) used. Before examining the
structural coefficients, the pattern's fitness studied. The fitting of the primary pattern based on the fitness indices used in this study showed that
the values of some of the first modelling indices indicate that the proposed model needs to be reformed and improved. The values of the general
indexes of fitting after the changes showed that the model of measurement of this research is entirely in a satisfactory condition. Based on the
results obtained from this model, we can say that predictive variables of mathematical anxiety among students with math learning disorder are
significant in all levels.
Conclusion: According to the results of this research, It can be said that executive functions and self-regulatory levels play a decisive role in the
mathematical anxiety of students with math disorders. Also, students with math learning disorder can be strengthened through advanced training
courses for students with math disorders. Given that self-regulating mathematics, anxiety has a student's mathematical disorder; students are
encouraged to learn more about what they are learning when they are studying rather than just reading the lesson. Learn lessons and do the
necessary things and tasks.
