اثربخشی مداخله مبتنی بر پذیرش و تعهد بر تاب‌آوری تحصیلی دانش‌آموزان دارای اختلال یادگیری ویژه

نوع مقاله : مقاله پژوهشی

نویسندگان

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

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

3 کاندیدای دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

هدف: پژوهش حاضر با هدف بررسی تاثیر مداخله مبتنی بر پذیرش و تعهد بر تاب‌­آوری تحصیلی دانش­‌آموزان دارای اختلال یادگیری ویژه انجام گرفت. روش: این پژوهش از نوع مطالعه نیمه ­آزمایشی با پیش آزمون/ پس آزمون، دوره پیگیری و دارای گروه کنترل بود. جامعه آماری پژوهش، کلیه دانش‌آموزان دختر که به مراکز اختلال یادگیری منطقه 7شهر تهران مراجعه کردند. برای انتخاب نمونه، از طریق نمونه‌­گیری در دسترس، تعداد 30 دانش­اموز دختر دارای اختلال یادگیری ویژه که به مراکز اختلال یادگیری در سال تحصیلی 401-402 رجوع کرده بودند، انتخاب و در دو گروه 15 نفری به صورت تصادفی قرار گرفت. هر دو گروه کنترل و آزمایش در سه مرحله‌­ی پیش از مداخله، پس­ از مداخله و سه ماه بعد از مداخله به مقیاس تاب­آوری تحصیلی پاسخ دادند. داده­‌ها با استفاده از روش تحلیل واریانس مختلط در  SPSS24 مورد تجزیه و تحلیل قرار گرفت. یافته­‌ها: نتایج پژوهش نشان داد، برنامه آموزش پذیرش و تعهد بر مولفه‌­های تاب­آوری تحصیلی دانش‌­آموزان دارای اختلال یادگیری ویژه تاثیر معنادار داشته (001/0P<) و اثر مداخله در مرحله پیگیری پایدار بوده است. نتیجه‌­گیری: بر اساس یافته‌­ها، آموزش پذیرش و تعهد می‌­تواند، وضعیت تاب­آوری تحصیلی دانش­­‌آموزان دارای اختلال یادگیری ویژه را بهبود بخشد و آنها را در مقابل چالش­‌های تحصیلی توانمند کند و راه­‌گشای تحقیقات بعدی در حوزه مداخلات مربوط به دانش‌آموزان دارای اختلال یادگیری ویژه شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment Therapy on the Academic Resilience in Students with Specific Learning Disability

نویسندگان [English]

  • Rahim Badri Gargari 1
  • Shahrooz Nemati 2
  • Shahram Vahedi 1
  • Maryam Kaveh 3
1 Professor of Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.
2 Associate Professor, Educational Sciences, Faculty of Education Sciences and Psychology, University of Tabriz, Iran.
3 Ph.D. Candidate in Educational Psychology, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.
چکیده [English]

Aim: The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on the academic resilience of students with special learning disabilities.
 
Method: This research was a semi-experimental study with a pre-test/post-test, follow-up phase, and a control group. The statistical population consisted of all female students who referred to learning disorder centers in Tehran. Through available sampling, 30 female students with special learning disabilities were selected and randomly divided into two groups of 15 people. Both groups completed the Academic Resilience Scale at three stages: before the intervention, after the intervention, and three months after the intervention. The data were analyzed using mixed variance analysis in SPSS 24.
 
Results: The results of the research showed that the Acceptance and Commitment Training program is effective on the components of academic resilience in students with special learning disabilities (p<0.001), and the effect of the intervention was stable in the follow-up phase.
 
Conclusion: Based on the findings, Acceptance and Commitment Training can improve the academic resilience of students with special learning disabilities, empowering them to face academic challenges and paving the way for their success. Further research should be conducted in the field of interventions related to students with special learning disabilities.

کلیدواژه‌ها [English]

  • Acceptance And Commitment Education
  • Special Learning Disorder
  • Academic Resilience

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