مقایسۀ خودپندارۀ مربوط به مدرسه و ذهن‌آگاهی در دانش‌آموزان دچار اختلال یادگیری خاص، بیش‌فعالی و عادی

زمینه و هدف: اختلالات یادگیری ویژه و بیش فعالی از شایع ترین مشکلات در کودکان ابتدایی است. این پژوهش با هدف مقایسۀ خودپندارۀ مربوط به مدرسه و ذهن آگاهی در دانش آموزان دچار اختلال یادگیری ویژه، بیش فعالی و عادی ششم ابتدایی در شهر اردبیل صورت گرفت.روش بررسی: روش پژوهش با توجه به اهداف و فرضیه ها علّی مقایسه ای بود. جامعۀ آماری پژوهش شامل تمامِ دانش آموزان دارای اختلالات یادگیری و عادی دورۀ ابتدایی مشغول به تحصیل، در مراکز اختلالات یادگیری و استثنایی (256=n) و مدارس عادی دورۀ ابتدایی (31112=n) شهر اردبیل در سال 1396 بود که نود نفر (سی نفر با اختلال یادگیری، سی نفر بیش فعالی و سی نفر عادی) به روش نمونه گیری در دسترس انتخاب شدند و با استفاده از پرسش نامۀ خودپندارۀ مربوط به مدرسه و ذهن آگاهی (maas) بررسی شدند. تجزیه وتحلیل اطلاعات با آزمون تحلیل واریانس چندمتغیره (manova) و با بهره گیری از نرم افزار آماری spss صورت گرفت.یافته ها: نتایج به دست آمده نشان داد بین خودپندارۀ مربوط به مدرسه در دانش آموزان دچار اختلال یادگیری ویژه، بیش فعالی و عادی تفاوت معنا داری وجود دارد؛ به طوری که دانش آموزان دچار اختلال یادگیری ویژه و بیش فعالی در ذهن آگاهی و خودپندارۀ مربوط به مدرسه نمرات پایینی در مقایسه با دانش آموزان عادی کسب کردند (0٫001>p). نتایج آزمون تعقیبی شفه نشان داد بین دو گروه دارای اختلال یادگیری و بیش فعالی تفاوت معناداری در خودپندارۀ مربوط به مدرسه و ذهن آگاهی وجود ندارد.نتیجه گیری: بر اساس یافته های پژوهش، برنامه ریزی و آموزش هایی برای افزایش میزان خودپندارۀ مربوط به مدرسه و ذهن آگاهی در دانش آموزان دارای اختلال یادگیری و بیش فعال پیشنهاد می شود. همچنین بر لزوم اجرای برنامه های آموزشی و درمانی در دانش آموزان دچار اختلال یادگیری ویژه و بیش فعالی تاکید می گردد.

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

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 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 the 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 was included the students with a 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 inschool 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.