اثربخشی بازی درمانی شناختی رفتاری بر اضطراب مدرسه و کم‌رویی دانش‌آموزان دارای اختلال یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی تربیتی، واحد علوم پزشکی، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران

3 گروه روانشناسی تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

مقدمه
مطالعات نشان دهنده تاثیر اختلال یادگیری بر اضطراب مدرسه و کم­رویی دانش­آموزان است. هدف این پژوهش تعیین اثربخشی بازی درمانی شناختی رفتاری بر اضطراب مدرسه و کم رویی دانش آموزان دارای اختلال یادگیری بود.
روش کار
در این پژوهش از روش نیمه‌آزمایشی و طرح پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد. جامعه آماری این پژوهش، شامل دانش آموزان دختر و پسر پایه چهارم و پنجم دبستان شهر تهران بود که دارای اختلال یادگیری هستند و به مراکز توانبخشی اختلال‎های یادگیری ارجاع داده شده اند. از این جامعه، 30  نفر بصورت هدفمند انتخاب شدند و بصورت تصادفی در دوگروه (15 تایی) آزمایشی و کنترل جایگزین شدند. پرسشنامه­های اضطراب مدرسه (فیلیپس، 1978) و کم­رویی (کروزیر، 1995) ابزار پژوهش بودند. یافته­های پژوهش در نهایت با استفاده از نرم‌افزار SPSS نسخه 23 و آزمون کواریانس در سطح 05/0 تحلیل شدند.
نتایج
یافته­های توصیفی نشان داد که نمرات گروه آزمایش نسبت به نمرات گروه کنترل کاهش محسوسی هم در اضطراب مدرسه و هم در کم­رویی دارد. نتیجه تحلیل کوواریانس نشان داد که پس از حذف اثر پیش آزمون، میانگین نمرات پس آزمون دو گروه اختلاف آماری معناداری داشتند (001/0p<).
نتیجه­گیری
بر طبق نتایج حاصل، این مطالعه نشان می دهد که بازی درمانی شناختی رفتاری بر کاهش اضطراب مدرسه و کم رویی دانش آموزان دارای اختلال یادگیری تاثیر مثبت دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of cognitive-behavioral play therapy on school anxiety and shyness in students with learning disabilities

نویسندگان [English]

  • Sara Maleki 1
  • Zahra MohammadiNia 1
  • Neda MohammadiNia 2
  • Saeedeh Fattahi 3
1 Department of Educational Psychology, Medical Sciences Branch, Islamic Azad University, Tehran, Iran
2 Department of Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran
3 Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Introduction: Studies show the effect of learning disability on school anxiety and students' shyness. The aim of this study was to determine the effectiveness of cognitive-behavioral play therapy on school anxiety and shyness in students with learning disabilities.
Methods: In this study, quasi-experimental method and pre-test and post-test design with control group were used. The statistical population of this study included fourth and fifth grade male and female students of elementary school in Tehran who have math learning disabilities and have been referred to learning disability rehabilitation centers. From this population, 30 people were purposefully selected and randomly assigned to two experimental and control groups (15 each). School Anxiety Inventory (Phillips, 1978) and Shyness Questionnaire (Cruiser, 1995) were the research tools. The research findings were finally analyzed using SPSS software version 23 and covariance test at the level of 0.05.
Results: Descriptive findings showed that the scores of the experimental group compared to the scores of the control group had a significant decrease in both school anxiety and shyness. The result of analysis of covariance showed that after removing the pre-test effect, the mean post-test scores of the two groups had a statistically significant difference (p <0.001).
Conclusion: According to the results, this study shows that cognitive-behavioral play therapy has a positive effect on reducing school anxiety and shyness in students with learning disabilities.

کلیدواژه‌ها [English]

  • Cognitive-behavioral play therapy
  • school anxiety
  • shyness
  • learning disability

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 63، شماره 5
آذر و دی 1399
صفحه 2914-2923

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