بررسی تاثیر آموزش حل مسئله بر خودپنداره، عزت نفس و خودتنظیمی دانش ‌آموزان با اختلال یادگیری

ﻫﺪف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ آﻣﻮزش ﺣﻞ ﻣﺴﺄﻟﻪ ﺑﺮ ﺧﻮدﭘﻨﺪاره، ﻋﺰت ﻧﻔﺲ و ﺧﻮدﺗﻨﻈﯿﻤﯽ داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی ﺑﻮد. روشﻫﺎ: ﻃﺮح ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ ﻫﻤﺮاه ﺑﺎ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﮥ آﻣﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﮥ داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی در ﺷﻬﺮ ﺷﯿﺮاز در ﺳﺎل 1399-1398 ﺑﻮد. 30 ﻧﻔﺮ در ﻣﺮﺣﻠﮥ ﻧﺨﺴﺖ ﺑﻪ ﺷﯿﻮة ﻧﻤﻮﻧﻪﮔﯿﺮی ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﭘﺲ از ﺗﮑﻤﯿﻞ ﻣﻘﯿﺎس ﺧﻮدﭘﻨﺪاره، ﻋﺰت ﻧﻔﺲ و ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل (15 ﻧﻔﺮ ﺑﺮای ﻫﺮ ﮔﺮوه) ﮔﻤﺎرده ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ 8ﺟﻠﺴﻪ آﻣﻮزش ﺣﻞ ﻣﺴﺄﻟﻪ را ﺑﻪ ﺻﻮرت ﮔﺮوﻫﯽ درﯾﺎﻓﺖ ﻧﻤﻮدﻧﺪ و ﮔﺮوه ﮐﻨﺘﺮل ﻣﺪاﺧﻠﻪای درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. دادهﻫﺎی ﺣﺎﺻﻞ ﺑﺎ آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ داﻧﺶآﻣﻮزاﻧﯽ ﮐﻪ آﻣﻮزش ﺣﻞ ﻣﺴﺄﻟﻪ را درﯾﺎﻓﺖ ﮐﺮده ﺑﻮدﻧﺪ، در ﺧﻮدﭘﻨﺪاره، ﻋﺰت ﻧﻔﺲ و ﺧﻮدﺗﻨﻈﯿﻤﯽ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﮔﺮوﻫﯽ ﮐﻪ آﻣﻮزش ﺣﻞ ﻣﺴﺄﻟﻪ را درﯾﺎﻓﺖ ﻧﮑﺮده ﺑﻮدﻧﺪ، ﻧﻤﺮه ﺑﯿﺸﺘﺮی ﮐﺴﺐ ﮐﺮده اﻧﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮی: آﻣﻮزش ﺣﻞ ﻣﺴﺄﻟﻪ ﺑﺮ ﺧﻮدﭘﻨﺪاره، ﻋﺰت ﻧﻔﺲ و ﺧﻮدﺗﻨﻈﯿﻤﯽ داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ دارد. ﻟﺬا، ﻣﯽﺗﻮان اذﻋﺎن ﮐﺮد ﮐﻪ از اﯾﻦ روش آﻣﻮزﺷﯽ ﺑﺮای ﮐﻤﮏ ﺑﻪ داﻧﺶآﻣﻮزان ﺑﺎ اﺧﺘﻼل ﯾﺎدﮔﯿﺮی در ﻣﻘﻄﻊ اﺑﺘﺪاﯾﯽ ﻣﯽﺗﻮان ﺑﻬﺮه ﮔﺮﻓﺖ.

Investigating the effect of problem-solving training on students’ self-concept, self-esteem and self-regulation with learning disabilities

Problem solving is an important skill for living in the current era. Today, the ability to solve problems is important, both in the public, technical and everyday life, and in performing complex activities.The aim of this study was to evaluate the effectiveness of problem-solving education on self-concept, self-esteem and self-regulation of students with learning disabilities The present study was conducted as a quasi-experimental method with pre-test and post-test with two control and experimental groups. The statistical population of the study included students with learning disabilities in Shiraz in 2020. The sample was selected by purposive sampling in the first stage and after completing the scale of self-concept, self-esteem and self-regulation, 30 people were randomly assigned to the experimental and control groups (15 people for each group). The experimental group received 8 sessions of problem solving training as a group and the control group did not receive any intervention. The data were analyzed by analysis of covariance. The results showed that students who received problem-solving training scored higher on self-concept, self-esteem, and self-regulation than those who did not receive problem-solving training. Therefore, the findings of the study showed that problem solving training has a positive effect on self-concept, self-esteem and self-regulation of students with learning disabilities.