پديد آورندگان :
امام قلي زاده بابلي، مجيد دانشگاه آزاد اسلامي، واحد گرمسار , معنوي پور، داود دانشگاه آزاد اسلامي، واحد گرمسار - گروه روان شناسي , پيرخائفي، عليرضا دانشگاه آزاد اسلامي، واحد گرمسار - گروه روان شناسي
چكيده فارسي :
هدف: اختلال وسواس خواندن و نوشتن نوعي وسواس عملي است كه مشخصهٔ عمدهٔ آن بازخواني و بازنويسي است. پژوهش حاضر به منظور بررسي ميزان شيوع علائم وسواس خواندن و نوشتن و رابطهٔ آن با متغيرهاي جمعيت‌شناختي دانش‌آموزان دبيرستاني انجام شد.
روش‌بررسي: اين پژوهش به‌صورت مطالعه توصيفي- تحليلي از نوع مقطعي بود. جامعهٔ آماري اين پژوهش تمامي دانش‌آموزان دبيرستاني شهرستان بابل در سال تحصيلي 97-1396 بودند، از اين تعداد 398 دانش‌آموز با استفاده از روش نمونه‌گيري طبقه‌اي نسبتي انتخاب شدند. ابزار اندازه‌گيري در اين مطالعه مقياس وسواس خواندن و نوشتن (امام‌قلي‌زاده، 1396) و پرسشنامهٔ جمعيت‌شناختي بود. داده‌هاي پژوهش، با استفاده از شاخص‌هاي آمار توصيفي و آزمون كاي دو در نرم‌افزار SPSS نسخهٔ 24 تجزيه‌وتحليل شد. همچنين سطح معناداري 0٫05>p در نظر گرفته شد.
يافته‌ها: شيوع علائم وسواس خواندن و نوشتن در بين دانش‌آموزان 21٫60٪ (فاصله اطمينان 95٪: 25٫73- 17٫48٪) بود. ميزان شيوع در بين پسران 20٫52٪ (فاصله اطمينان 95٪: 25٫86- 15٫18٪) و دختران 23٫08٪ (فاصله اطمينان 95٪: 29٫56- 16٫59٪) به دست آمد. بين تحصيلات پدر، تحصيلات مادر، جنس، ترتيب تولد، محل سكونت با وسواس خواندن و نوشتن رابطه معناداري به دست نيامد؛ اما رابطه بين پايه تحصيلي (0٫024=p) و سن (0٫024=p) با وسواس خواندن و نوشتن دانش‌آموزان معنادار بود.
نتيجه‌گيري: شيوع علائم وسواس خواندن و نوشتن در بين دانش‌آموزان بالا بوده (21٫60 ٪) و لزوم توجه مسئولين براي طراحي فعاليت‌هاي پيشگيرانه و درماني در سطح مدارس را آشكار مي‌سازد.
چكيده لاتين :
Background & Objective: Reading and writing compulsion disorder is a type of compulsion which its main characteristic is rereading and
rewriting. This disorder is experienced with a strong need for reading and rewriting during reading and writing. This type of reading and rewriting
is different from frequent repetition which healthy persons do during reading and writing. The study method of students with text and writing
compulsion disorder is extreme and exaggerated. Repetitive reading, doubt in learning the read concepts, continuous return and elongation of
the time for determining the courses, as well as writing subject matters, again and again, consecutive clearing their writings are some symptoms
of reading and writing compulsion disorder among the students. The persons affected by this disorder attempt to resist these exaggerated activities
or delay them but they often surrender against the inclination to perform it. The adverse effect of reading and writing compulsion on the academic
performance of students is significant. These effects include slowness in reading and writing activity, reduction of concentration, reduction of
academic motivation and finally; Academic Procrastination. Besides increasing the academic problems, this disorder causes emotional and social
issues in students. Of course, despite such vital effects, considerable activity has not been performed so far in respect of the study of the
prevalence rate of reading and writing compulsion among Iranian students. It is evident that the appropriate and comprehensive statistical
information about the prevalence of reading and writing compulsion disorder is the first practical step for on-time recognition of such students
and the appropriate therapeutic interventions for prevention, treatment, and reduction of its side effects. Accordingly, the present research aimed
to study the Prevalence rates of reading and writing compulsion and its relationship with the demographic characteristics of the students.
Methods: This research was a descriptive-analytical study which was performed cross-sectionally. Statistical population of this research included
all high school students of Babol city during the academic year 2017- 2018. Out of this number, 398 students (229 boys and 169 girls who were
studying in tenth (159 persons), eleventh (154 persons) and twelfth (85 persons) grades) were selected through relative stratified random sampling
as the sample. In this study, the measurement tool was the researcher- made questionnaire of demographic characteristics and reading and writing
compulsion scale (Emamgholizadeh, 2017). Reading and writing compulsion scale has 18 items with four subscales including rewriting,
rereading, Perfectionist Slow reading and Over close reading. The minimum score obtained in this scale is 18, and the maximum score is 126
with the cutting score of 82. This scale enjoys the appropriate construct validity, and its reliability was 0. 84 using the Cronbach alpha coefficient.
After extraction, research data was analyzed using the descriptive statistics parameters and chi-square test in SPSS software version 24. Also,
the significance level was considered (P< 0.05).
Results: Demographic data showed that mean and standard deviation of the age students participated in this research was 16.67 ± 0.89. 398
students answered the reading and writing compulsion scale. Out of them, 86 persons obtained a score higher than the cutting point. Therefore;
in this research, 21.60% (%95 CI: 17.48, 25.73) of the students had the reading and writing compulsions. The prevalence rate of reading and
writing compulsions in the whole boys was 20.52% (%95 CI: 15.18, 25.86) and in the whole girls, it was 23.08% (%95 CI: 16.59, 29.56). The
result of chi-square test showed no significant relationship between the gender, education level of mother, education level of father, the order of
birth, residential place (urban/ rural) and reading and writing compulsion disorder, but there was a significant relationship between the
educational grade (P= 0.024) and the age (P= 0.024) with reading and writing compulsion disorder of student.
Conclusion: Finding of this research were high in respect of the prevalence rate of reading and writing compulsion symptoms (21.60%) and
remind the necessity of paying attention to disorder at the school’s level. It is hoped that screening, on- time diagnosis and timely action for
treatment of the students affected by this disorder using the trained counselors and psychologists at the school’s level will be addressed by the
authorities.
