اثربخشی آموزش حافظۀ کاری بر حل‌مسأله، بازداری شناختی، نگرش به ریاضی و اضطراب ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

هدف: هدف از پژوهش حاضر، بررسی اثربخشی آموزش حافظۀ کاری بر بهبود حل‌مسأله، بازداری شناختی، نگرش به ریاضی و اضطراب ریاضی دانش‌آموزان دارای اختلال یادگیری ریاضی بود.
 
روش: مطالعه حاضر نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری بود. جامعه آماری این پژوهش شامل تمامی دانش‌آموزان دختر و پسر دارای اختلال یادگیری ریاضی دوره ابتدایی مراکز اختلالات یادگیری شهر اصفهان بود که در سال تحصیلی 1400-1401 به این مراکز مراجعه نموده‌اند. در این راستا 30 نفر از دانش‌‌آموزان به روش هدفمند انتخاب شده و به صورت تصادفی در گروه آزمایش و گروه کنترل جایگزین شدند. گروه آزمایشی مداخلات مبتنی بر حافظۀ کاری را در 14 جلسه و به مدت 60 دقیقه دریافت کردند. آزمودنی‌‌ها قبل و بعد از آموزش، به پرسشنامه‌های حل‌‌مسأله محقق ساخته، آزمون استروپ عددی جان رایدلی (1935)، نگرش به ریاضی آیکن (1971) و اضطراب ریاضی چیو و هنری (1990) پاسخ دادند.
 
یافته‌ها: نتایج تحلیل واریانس آمیخته نشان داد که آموزش مبتنی بر حافظۀ کاری بر افزایش مهارت حل‌مسأله، کاهش بازداری شناختی، افزایش نگرش به ریاضی و کاهش اضطراب ریاضی در سطح (01/0) اثربخش و معنادار بود.
 
نتیجه‌گیری: بنابراین بر اساس اثربخش بودن آموزش مبتنی بر حافظۀ کاری بر متغیرهای شناختی- عاطفی دانش‌‌آموزان دارای اختلال ریاضی، این مداخله می‌تواند در بهبود این مهارت‌ها در دانش‌‌آموزان با اختلال یادگیری ریاضی کمک نماید.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effectiveness of Working Memory Training on Problem-Solving, Cognitive Inhibition, Mathematics Attitude, and Mathematics Anxiety of Students with Mathematical Learning Disorder

نویسندگان [English]

  • Zakiehe Najarian 1
  • Shahram Vahedi 2
  • Touraj Hashemi 2
  • Rahim Badri Gargari 2
1 Ph.D. Student of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz,Tabriz,Iran.
2 Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
چکیده [English]

Aim: The aim of this study was to investigate the effectiveness of working memory training on improving problem-solving, cognitive inhibition, attitudes toward mathematics, and mathematics anxiety in students with mathematical learning disorders.
 
Method: The research employed a quasi-experimental design with pre-test, post-test, and follow-up phases. The statistical population included all male and female students with mathematical disabilities who had been referred to elementary school learning disability centers in Isfahan City during the 2021-2022 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups. The experimental group received working memory training during 14 sessions, each lasting 60 minutes. Before and after training, participants completed a researcher-made problem-solving questionnaire, the John Ridley Stroop Test (1935), Ikon’s Attitude Towards Mathematics Scale (1971), and the Chiu and Henry Mathematics Anxiety Scale (1990).
 
Results: The results of the mixed-design analysis of variance showed that working memory training significantly increased problem-solving skills, reduced cognitive inhibition, improved attitudes toward mathematics, and reduced mathematics anxiety (p < 0.01).
 
Conclusion: Working memory training effectively improves the cognitive and affective abilities of students with mathematical learning disorders.

کلیدواژه‌ها [English]

  • Cognitive Inhibition
  • Mathematics Anxiety
  • Mathematics Attitude
  • Problem-Solving
  • Working Memory

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