مقایسه انزوای اجتماعی و بهزیستی روانی در دانش آموزان مبتلا به ناتوانی یادگیری خاص و عادی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از پژوهش حاضر مقایسه انزوای اجتماعی و بهزیستی روانی در دانش آموزان مبتلا به ناتوانی یادگیری خاص و عادی بود. پژوهش حاضر توصیفی از نوع پژوهش های علی- مقایسه ای بود. جامعه آماری پژوهش حاضر شامل کلیه دانش آموزان با ناتوانی یادگیری و عادی شهر ارومیه در سال تحصیلی 1402-1401 بود. که از این جامعه با استفاده از نمونه گیری هدفمند، نمونه ای با حجم 34 نفر (17 دانش آموز مبتلا به ناتوانی یادگیری خاص و 17 دانش آموز عادی) برای هر گروه انتخاب شدند. گروه دانش آموزان مبتلا به ناتوانی یادگیری توسط معلم و توسط یک متخصص روان شناسی و آموزش کودکان با نیازهای خاص تشخیص دریافت کردند. برای جمع آوری داده ها از پرسشنامه ارزیابی انزوای اجتماعی آشر و همکاران (1984) و پرسشنامه ی بهزیستی کودکان استرلینگ استفاده شد. برای تجزیه و تحلیل داده ها آزمون تحلیل کواریانس به کار گرفته شد. نتایج پژوهش نشان داد که انزوای اجتماعی و بهزیستی روانی دانش آموزان دارای ناتوانی یادگیری خاص و دانش آموزان عادی تفاوت معنی دار دارد (05/0P<).بنابراین می توان گفت دانش آموزان دارای ناتوانی یادگیری خاص نیازمند دریافت مداخلات موثر جهت بهبود انزوای اجتماعی و بهزیستی روانی می باشند.The Comparison of Social Isolation and Psychological Well-Being in Students with Specific and Normal Learning Disabilities
The study aimed to compare social isolation and psychological well-being in students with specific and normal learning disabilities. The current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data. The results of the research showed that there is a significant difference between the social isolation and mental well-being of students with specific learning disabilities and normal students (P<0.05). Therefore, it can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.Keywords: Social Isolation, Psychological Well-Being, Students, Specific Learning Disability. Extended IntroductionSpecific learning disability is a complex neurodevelopmental disorder (McDonough et al., 2017) that includes persistent problems in reading (dyslexia), written expression (dyslexia), or mathematics (Dyscalculia) (Colvin et al., 2022). One of the adverse consequences of this disorder in the social sphere is social isolation (Bruefach & Reynolds, 2022). Social isolation is defined as the objective lack of social relationships or low social contact with others (Wu, 2020) and is often measured in terms of the size of the social network, the diversity of the network or the frequency of contacts (Lim et al., 2022). On the other hand, students with specific learning disorders are at a lower level of Psychological well-being than normal children due to the frequent failures they face at school and at home (Alesi et al., 2014). Psychological well-being allows people to reach their maximum potential by developing virtues, focusing on capabilities and personal growth, and understanding that happiness is achieved through individual self-knowledge (Ryff, 2014).Literature ReviewStudies have shown that compared to normal children, children with special learning disorders have more information-processing defects and are less popular and more rejected (Khasawneh, 2021). In this regard, Brufak and Reynolds (2022) found that students with specific learning disabilities have fewer friends, their friends are less academically ambitious, they feel more incuriosity and hate at school, and they are more likely to avoid friendships. Abbasi (2016) also showed that students with specific learning disorders have problems in starting and maintaining friendships, and these problems may lead to feelings of loneliness, low self-esteem, and other psychological and social defects. Also, Matteucci & Soncini (2021) reported the prevalence of problems related to psychological well-being in students with specific learning disorders more than in normal students. Haft et al. (2019) showed that more psychological problems such as depression, anxiety, interpersonal relationships, and low self-esteem are observed in people with specific learning disorders.MethodologyThe current research was descriptive and the causal-comparative type of research. The statistical population of the present study included all students with learning disabilities and normal students of Urmia City in the academic year of 2022-2023. A sample of 34 people (17 students with Specific learning disabilities and 17 normal students) were selected for each group using targeted sampling. The group of students with learning disabilities was diagnosed by the teacher and by a specialist in the psychology and education of children with special needs. Social Isolation Assessment Questionnaire of Asher et al., (1984) and Sterling's Children's Well-Being Questionnaire were used to collect data. Analysis of covariance test was used to analyze the data.ResultsTo answer the question of which of the dependent variables of the research have significant differences in the two groups, univariate analysis of variance was used, which is reported in Table 1.Table 1. Multivariate analysis of variance for research variablesηsigFMSdfsstdependent variable 0/7550/000198/771006/6111006/61positive emotiongroup0/7910/0001120/74743/551743/55positive attitude0/5380/000137/19192/971192/97Social desirability0/1790/016/98840/021840/02Social isolation 10/1932326/11positive emotionerror 6/1532197/05positive attitude 5/1832166/00Social desirability 120/20323846/58Social isolationThe results obtained from univariate analysis of variance (Table 1) show that the two groups with specific learning disability and the normal group differ from each other in terms of psychological well-being sub-components (positive emotion, positive attitude and social desirability) as well as social isolation. In general, the results obtained from the following research show that the normal group has more psychological well-being than the specific learning disability group and also experiences less social isolation. DiscussionIn explaining this finding, it can be said that students with specific learning disorders have low social competence due to their weak social skills and problems in getting along with others due to the fear of making mistakes in front of others, or a negative evaluation by others leads to social isolation (Ezzati Babi and Aghajani, 2022). It can also be said that students with specific learning disorders have problems with stability and emotional stability, these people have more intense reactions when facing emotional situations and do not act in the same and stable conditions; also, these people absorb environmental stimuli slower than their peers and act like younger children and always have problems in the field of cognitive and emotional processing deficits (Rezaei Fard et al., 2021). Therefore, this result may be due to the fact that people who use weaker cognitive styles in terms of emotional processing, such as rumination, catastrophizing, and self-blame, are more vulnerable to emotional problems than other people, and as a result, have low psychological well-being.ConclusionIt can be said that students with specific learning disabilities need to receive effective interventions to improve social isolation and well-being.AcknowledgmentsWe are grateful to all the parents and teachers who helped us in conducting this research despite many problems.
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