پديد آورندگان :
همتي علمدارلو، قربان دانشگاه شيراز , محمد اسمعيل بيگي، حانيه دانشگاه شيراز , انجم شعاع، محمدرئوف دانشگاه شيراز
كليدواژه :
الگوهاي ارتباطي خانواده , مهارت‌هاي فراشناختي , دانشآموزان , اختلال يادگيري ويژه
چكيده فارسي :
هدف: هدف پژوهش حاضر پيش بيني مهارت هاي فراشناختي (برنامه ريزي، مرور ذهني، كنترل و نظارت، ارزشيابي و سازمان‌دهي) براساس الگوهاي ارتباطي خانواده در دانشآموزان با اختلال يادگيري ويژه است.
روش‌بررسي: روش پژوهش از نوع همبستگي بود. شركت كنندگان پژوهش 83 نفر از دانشآموزان با اختلال يادگيري ويژهٔ شهر شيراز بودند كه به‌شيوهٔ نمونه‌گيري در دسترس انتخاب شدند. از پرسشنامهٔ الگوهاي ارتباطي خانواده و پرسشنامهٔ مهارت هاي فراشناختي براي سنجش متغيرهاي پژوهش استفاده شد. براي تحليل داده ها روش ضريب همبستگي پيرسون و رگرسيون چندمتغيره به‌روش هم‌زمان به‌كار گرفته شد.
يافته‌ها: يافته‌ها نشان داد بين جهتگيري گفت و شنود با مهارت برنامه ريزي همبستگي منفي و معنادار وجود داشته (0٫05>p) و بين جهت گيري گفت و شنود با مهارت هاي مرور ذهني و كنترل و نظارت و ارزشيابي ارتباط مثبت و معناداري مشاهده شد (0٫01>p). همچنين، مشخص شد جهت گيري همنوايي فقط با مهارت سازمان‌دهي ارتباط مثبت و معناداري دارد (0٫01>p). يافته‌ها نشان داد مهارت هاي مرور ذهني و كنترل و نظارت و ارزشيابي از طريق جهت گيري گفت و شنود به صورت مثبت و معنادار (0٫001>p) و در مقابل، برنامه ريزي به‌صورت منفي و معنادار براساس جهت گيري گفت و شنود پيش بيني شد (0٫01>p). همچنين مشخص شد جهت گيري همنوايي نيز فقط قادر است مهارت سازمان‌دهي را به‌طور مثبت و معنادار پيش بيني كند (0٫001>p).
نتيجه‌گيري: مي‌توان نتيجه گرفت خانواده هاي دانشآموزان بااختلال يادگيري ويژه در بسياري از زمينه ها بايد به كودكان داراي اختلال‌شان آزادي داده و با گفت و گو به حل مشكلات و تعارض‌ها بپردازند. در مواقع محدودي نيز ازطريق جهت گيري همنوايي، كودكان بااختلال يادگيري ويژه‌شان را مديريت كنند.
چكيده لاتين :
Background & Objective: Students with specific learning disorder are students who have normal IQ but have difficulty in learning some skills
such as speech, reading, spelling, writing, arithmetic, visual perception, auditory perception, visual sequence memory and hearing sequence
memory. Children with specific learning disorders may have problems in one or more of the following: speech and language problems, difficulty
in written, reading and arithmetic. An average of about 4 percent of school-age children have specific learning disorder. In general we can say
on the one hand students with specific learning disorder, have poor metacognitive skills , which in turn are negatively affected the educational
progress of the students. On the other hand metacognitive skills can be taught and the family has a decisive role in teaching them. Family
communication patterns have an effect on metacognitive skills of children. For this reason the aim of present study was to predict the
metacognitive skills (planning, rehearsal, control and monitoring, evaluation and organization) of students with specific learning disorders based
on family communication patterns.
Methods: The study employed a descriptive correlational design. The population of this research included the whole students with specific
learning disorder in Shiraz-Iran during school year 2016-2017. A total of 83 students with specific learning disorder were selected by
convenience sampling. The Koerner and Fitzpatrick's family communication patterns questionnaire was administered to assess the family
communication patterns and Hooman, Salehi, Kooshki and Arjmand's metacognitive skills questionnaire was administered to assess the
metacognitive skills. Pearson correlation and simultaneous multiple regression analysis were applied to analyze the data.
Results: The results showed that there was significant and negative correlation between conversation orientation and planning skills (p< 0.05).
Also there was significant and positive correlation between conversation orientation and rehearsal skills, control skills, and monitoring and
evaluation skills (p< 0.01). Moreover, it was found that the orientation of conformity only have positive and significant correlation with
organizational skills (p< 0.01). Also, rehearsal skills, control skills, and monitoring and evaluation skills were shown to be predicted significantly
and positively through conversation orientation (p< 0.001), but planning was predicted significantly and negatively through conversation
orientation (p< 0.01). It was also found that conformity orientation is only able to predict organize skills significantly and positively (p< 0.001).
In addition, the results showed that the conversation orientation cannot predict organizational skills and conformity orientation cannot predict
planning skills, control skills, and monitoring and evaluation skills. In terms of conformity was determined only organize skills was predicted
positively and significantly based on conformity (p< 0.01).
Conclusion: According to the findings it can be concluded that the families of students with specific learning disorder have to provide free
opportunities for their children with specific learning disorder and solve their problems and conflicts by conversation in many ways. and in a
few cases through conformity orientation they can manage their children with specific learning disorder. In general, the findings of this study
indicate that family communication patterns can predict metacognitive skills of students with specific learning disabilities.
