مقایسه دلسوزی به خود و بهزیستی تحصیلی در دانش آموزان با و بدون ناتوانی یادگیری خاص

ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﻘﺎﯾﺴﻪ دﻟﺴﻮزی ﺑﻪ ﺧﻮد و ﺑﻬﺰﯾﺴﺘﯽ ﺗﺤﺼﯿﻠﯽ در داﻧﺶآﻣﻮزان ﺑﺎ و ﺑﺪون ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮی ﺧﺎص ﺑﻮد. روش ﭘﮋوﻫﺶ ﻋﻠﯽ- ﻣﻘﺎﯾﺴﻪای اﺳﺖ. روشﻫﺎ: ﺟﺎﻣﻌﻪآﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان 12-10ﺳﺎﻟﻪ دارای ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮی (47 ﻧﻔﺮ) و ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﻋﺎدی (60 ﻧﻔﺮ). ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮی در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪﻧﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎی ﺷﻔﻘﺖ ﺑﻪ ﺧﻮد ﻧﻒ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﻬﺰﯾﺴﺘﯽ ﺗﺤﺼﯿﻠﯽ ﺟﻤﻊآوری و از ﻃﺮﯾﻖ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮه (ﻣﺎﻧﻮا) ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات داﻧﺶآﻣﻮزان ﻋﺎدی در ﻣﺘﻐﯿﺮ دﻟﺴﻮزی ﺑﻪ ﺧﻮد (ﺟﺰ در ﻣﺆﻟﻔﻪﻫﺎی اﻧﺰوا و ﻗﻀﺎوت در ﺑﺮاﺑﺮ ﺧﻮد) و ﺑﻬﺰﯾﺴﺘﯽ ﺗﺤﺼﯿﻠﯽ (ﺟﺰ ﻣﺆﻟﻔﻪ ﻓﺮﺳﻮدﮔﯽ) ﻧﺴﺒﺖ ﺑﻪ داﻧﺶآﻣﻮزان اﺧﺘﻼل ﯾﺎدﮔﯿﺮی ﺑﻪ ﻃﻮر ﻣﻌﻨﺎداری ﺑﯿﺸﺘﺮ ﺑﻮد. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﻪواﺳﻄﻪ ﺷﮑﺴﺖﻫﺎی ﻣﮑﺮری ﮐﻪ داﻧﺶآﻣﻮزان دارای ﻧﺎﺗﻮاﻧﯽ ﯾﺎدﮔﯿﺮی در ﺗﺤﺼﯿﻞ ﺑﻪ دﺳﺖ ﻣﯽآورﻧﺪ داﺋﻤﺎً در ﻣﻮرد ﺧﻮد ﻗﻀﺎوت ﮐﺮده و ﺑﻪ ﺧﺎﻃﺮ ﻣﺸﮑﻼت ﺧﻮدﺷﺎن را ﺳﺮزﻧﺶ ﻣﯽﮐﻨﻨﺪ، ﻟﺬا دﻟﺴﻮزی ﺑﻪ ﺧﻮد و ﺑﻬﺰﯾﺴﺘﯽ ﺗﺤﺼﯿﻠﯽ ﭘﺎﯾﯿﻨﯽ را در ﻣﻘﺎﯾﺴﻪ ﺑﺎ داﻧﺶآﻣﻮزان ﻋﺎدی ﺗﺠﺮﺑﻪ ﻣﯽﮐﻨﻨﺪ.

Academic Well-Being and Self- Compassion in Students with and without Specific Learning Disability

The paper aims at comparing self-compassion and academic wellbeing in students suffering from specific learning (disabilities) disorder and normal students. This is a causal comparative research The statistical population of this study was all students of Tabriz in the academic year of 2017-2018. Fourty seven students were selected although available sampling. The normal group, too, was consisted of 60students They were chosen from some schools to be compared with the experimental group. To collect data, “Neff’s self compassion scale (long form)” and “school wellbeing questionnaires” (Breso, Salanova, and Schaufeli’s academic burnout questionnaires, student engagement questionnaire by salmela-aro et al., and school value assessment by Niemivirta) have been used and were analyzed using MANOVA The results of multivariate analysis of variance (MANOVA) showed that mean scores of normal students in self-compassion variable (except in isolation and self-judgment) and academic well-being (except academic burnout) were significantly less than students in learning disorder You had more (p <0.05). but there was no significant difference between the two groups in the human component and extreme equalization (p <0.05).