مقايسه خودپنداره مربوط به مدرسه و ذهن آگاهي در دانش آموزان دچار اختلال يادگيري خاص، بيش فعالي و عادي

A comparison of self-concept of school and mindfulness between specific learning disabilities, hyperactivity and normal Ardabil student’s in sixth school level

زمينه و هدف اختلالات يادگيري ويژه و بيش فعالي از شايع ترين مشكلات در كودكان ابتدايي است. اين پژوهش با هدف مقايسه خودپنداره مربوط به مدرسه و ذهن آگاهي در دانش آموزان دچار اختلال يادگيري ويژه، بيش فعالي و عادي ششم ابتدايي در شهر اردبيل صورت گرفت. روش بررسي روش پژوهش با توجه به اهداف و فرضيه ها علي مقايسه اي بود. جامعه آماري پژوهش شامل تمام دانش آموزان داراي اختلالات يادگيري و عادي دوره ابتدايي مشغول به تحصيل، در مراكز اختلالات يادگيري و استثنايي (256=N) و مدارس عادي دوره ابتدايي (31112=N) شهر اردبيل در سال 1396 بود كه نود نفر (سي نفر با اختلال يادگيري، سي نفر بيش فعالي و سي نفر عادي) به روش نمونه گيري در دسترس انتخاب شدند و با استفاده از پرسش نامه خودپنداره مربوط به مدرسه و ذهن آگاهي (Maas) بررسي شدند. تجزيه وتحليل اطلاعات با آزمون تحليل واريانس چندمتغيره (MANOVA) و با بهره گيري از نرم افزار آماري SPSS صورت گرفت. يافته ها نتايج به دست آمده نشان داد بين خودپنداره مربوط به مدرسه در دانش آموزان دچار اختلال يادگيري ويژه، بيش فعالي و عادي تفاوت معنا داري وجود دارد؛ به طوري كه دانش آموزان دچار اختلال يادگيري ويژه و بيش فعالي در ذهن آگاهي و خودپنداره مربوط به مدرسه نمرات پاييني در مقايسه با دانش آموزان عادي كسب كردند (0٫001>p). نتايج آزمون تعقيبي شفه نشان داد بين دو گروه داراي اختلال يادگيري و بيش فعالي تفاوت معناداري در خودپنداره مربوط به مدرسه و ذهن آگاهي وجود ندارد. نتيجه گيري بر اساس يافته هاي پژوهش، برنامه ريزي و آموزش هايي براي افزايش ميزان خودپنداره مربوط به مدرسه و ذهن آگاهي در دانش آموزان داراي اختلال يادگيري و بيش فعال پيشنهاد مي شود. همچنين بر لزوم اجراي برنامه هاي آموزشي و درماني در دانش آموزان دچار اختلال يادگيري ويژه و بيش فعالي تاكيد مي گردد.

Background & Objective: Specific learning disabilities and hyperactivity are one of the most common problems in early childhood. Learning disorder has a heterogeneous nature reflected in the educational patterns, strengths, and weaknesses of information processing. Children with learning disabilities present high levels of alpha and beta wave activities, which harm the development of their mental activities, and the attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders that cause damage in different aspects such as educational, social, and familial. This attention deficit hyperactivity disorder (ADHD) is one of the most common childhood developmental disorders that is identified by impulsivity, hyperactivity, and neglect. The prevalence of this disorder is reported to be between 3 to 20% (a probability figure of about 3 to 5%) in school–age children. Recovery occurred between 12 to 20 years, and recovery is rarely less than 12 years old. Also, in the United States, the prevalence of this infection among children and adolescents aged 5–17 years in the 2012–14 period is about 10.2%, and during this period, children aged 10–17 were approximately 11.8%. Mindfulness develops the ability to observe thoughts and emotions as transient phenomena through increasing awareness of each ongoing moment. The formation of self–perception during this period can have a significant effect on adolescents’ growth and development. Besides, learners with better self–concept may be more likely to succeed. This research was done with the aim of compare self–concept of school and mindfulness between specific learning disabilities, hyperactivity, and normal Ardabil students at the sixth school level. Methods: This study was a descriptive, causal–comparative one (sample–instance). The statistical population were included of the students with learning disability and normal students in the primary school of exceptional schools (N=256) and normal schools (N=31112) in Ardabil during 2017, that 90 people selected accidentally (30 people with a learning disability, 30 with hyperactive activity and 30 normal students). Learners with learning disabilities and ADHD were selected based on the diagnosis included in their school records, and the selection of normal subjects was done by sampling from normal elementary students (girls and boys). A School self–concept inventory and a mindfulness questionnaire (Maas) were used to collect data. Two main statistical methodologies used in data analysis: descriptive statistics by using frequency distribution, percentage, mean and standard deviation, and inferential statistics using MANOVA using SPSS software. In this study, all relevant ethical issues considered. Results: The results showed that there was a significant difference between students with a learning disability and hyperactive activity and normal in school self–concept. Moreover, the mean of self–concept of the school of students’ normal was significantly greater than learning disability and hyperactive activity (p<0.001). In other to students with learning disability and hyperactivity get low scores in the self–concept of school comparer to normal students, the results of the following test Scheffe showed was no significant difference between the two groups with learning disabilities and hyperactivity disorder in the self–concept of school. Also, the results showed that there was a significant difference between students with a learning disability and hyperactive activity and normal in mindfulness. Moreover, the mean of mindfulness of students’ normal was significantly greater than learning disability and hyperactivity (p<0.001). In other to students with learning disability and hyperactivity get low scores in mindfulness comparer to normal students, the results of following test Scheffe showed was no significant difference between the two groups with learning disabilities and hyperactivity disorder in the mindfulness. Conclusion: Based on the findings, students with learning disabilities and hyperactive in comparison with normal students reported lower scores in the self–concept of school and mindfulness. Thus, planning special training programs is highly recommended to increase the self–concept of school and mindfulness among the students with a learning disability and hyperactive. Also, it can be argued that the presence of hyperactivity and learning problems causes these students not to be able to socialize well with them because of the embarrassment or rejection of the students, which can increase their social–emotional issues. Besides, the results emphasize the necessity of implementing educational and therapeutic programs in students with specific learning disabilities and hyperactivity disorder.