نقش کارکردهای اجرایی در پیش‌بینی مهارت تحصیلی دیکته دانش‌آموزان ابتدایی کم‌توان ذهنی

نوع مقاله : پژوهشی

نویسندگان

1 دانشجو دکتری روانشناسی تربیتی ،گروه روانشناسی ، واحد کرمان، دانشگاه آزاد اسلامی ،کرمان، ایران

2 دانشیار، گروه روانشناسی، واحد کرمان ، دانشگاه آزاد اسلامی، کرمان ،ایران

3 استادیار ،گروه روانشناسی، واحد کرمان ، دانشگاه آزاد اسلامی، کرمان ، ایران

4 استادیار، گروه علوم تربیتی، واحد کرمان ، دانشگاه آزاد اسلامی، کرمان ،ایران

چکیده

کودکان کم‌توان ذهنی به‌عنوان قشر خاص و آسیب‌پذیر جامعه به دلایل گوناگونی معمولاً مهارت تحصیلی کمی دارند. یکی از دلایل مهم در این زمینه می‌تواند کارکردهای اجرایی باشد؛ بنابراین این تحقیق باهدف مطالعه نقش کارکردهای اجرایی در پیش‌بینی مهارت‌های تحصیلی دیکته دانش‌آموزان ابتدایی کم‌توان ذهنی انجام شد. روش تحقیق توصیفی از نوع همبستگی بود. جامعه آماری، کلیه دانش‌آموزان مشغول به تحصیل مقطع ابتدایی کم‌توان ذهنی در مدارس استثنایی شهر کرمان در سال تحصیلی 1402-1401 بود. 278 نفر به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه کارکردهای اجرایی بریف و آزمون معلم ساخته ریاضی استفاده شد. تجزیه و تحلیل داده‌ها با نرم افزارهای spss25، و Amos24 انجام گرفت. الگوی نقش کارکردهای اجرایی در پیش‌بینی مهارت‌های تحصیلی دانش‌آموزان ابتدایی کم‌توان ذهنی با کنترل اثر هوش و سن از برازش قابل قبولی برخوردار بود. بین بازداری، انتقال توجه، کنترل هیجانی، آغازگری، حافظه کاری، برنامه‌ریزی، سازماندهی مواد و بازبینی بامهارت‌های تحصیلی دیکته دانش‌آموزان کم‌توان ذهنی رابطه معنی‌داری وجود داشت، و مولفه‌های کارکردهای اجرایی به‌صورت هم‌زمان 357/0 واریانس مهارت‌های تحصیلی دانش‌آموزان کم‌توان ذهنی را تبیین می‌کردند، و به ترتیب برنامه‌ریزی و حافظه کاری بیشترین تأثیر را داشتند. نتایج نشان داد، دانش‌آموزانی که در کارکردهای اجرایی قوی بوده‌اند از نظر عملکرد در امتحان دیکته بهتر ظاهر شدند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The role of executive functions in predicting the academic skills of mentally retarded primary school students

نویسندگان [English]

  • Zahra Nasiri 1
  • Hamdollah Manzari Tavakoli 2
  • Amanollah Soltani 3
  • Anahita Bahreyni 4
1 PhD student in Educational Psychology, Department of Psychology, Kerman Branch ،Islamic Azad University, Kerman, Iran
2 Associate Professor, Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
3 Assistant Professor, Department of Psychology, Kerman Branch ، Islamic Azad University, Kerman, Iran
4 Assistant Professor, Department of Educational Sciences, Kerman Branch, Islamic Azad University, Kerman, Iran
چکیده [English]

Children with disabilities as a special group and the damage of the society have few academic skills. One of the important things in this field can be executive functions. Therefore, this research was conducted with the aim of studying the role of executive functions in predicting the academic skills of dictation of mentally retarded elementary students.The descriptive research method was correlation type. The statistical population was all the mentally retarded elementary school students in the exceptional schools of Kerman in the academic year of 1402-1401. 278 people were selected by stratified random sampling method. Brief executive function questionnaire and teacher-made mathematics test were used to collect data. Data analysis was done with sps25 and Amos24 software. The model of the role of executive functions in predicting the academic skills of mentally retarded elementary students was acceptable by controlling the effect of intelligence and age. There was a significant relationship between inhibition, attention transfer, emotional control, initiation, working memory, planning, material organization and revision with the academic skills of intellectually disabled students, and the components of executive functions simultaneously accounted for 0.357 of the variance of the skills Students explained low ability, and strongly affected planning and working memory, respectively. The results showed that the students who were strong in executive functions performed better in the dictation exam.

کلیدواژه‌ها [English]

  • executive functions
  • academic skills
  • students
  • elementary
  • mentally retarded

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