رابطه کارکردهای اجرایی گرم و عزت نفس با نقش تعدیل گری حمایت عاطفی معلم در دانش آموزان با اختلال نقص توجه-بیش فعالی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف: پژوهش حاضر با هدف بررسی رابطه کارکردهای اجرایی گرم و عزت نفس با نقش تعدیل گری حمایت عاطفی معلم در دانش آموزان با اختلال نقص توجه-بیش فعالی شهر کاشان انجام شد. روش: پژوهش برحسب هدف، کاربردی و از نوع توصیفی-همبستگی از طریق الگویابی معادلات ساختاری (SEM) است. جامعه آماری شامل تمامی دانش آموزان مقطع ابتدایی سال تحصیلی 1402-1401 شهر کاشان بود. نمونه گیری به شیوه در دسترس-هدفمند و تعداد افراد نمونه 250 نفر بود ابتدا با پرسشنامه اسنپ، کودکان با اختلال نقص توجه-بیش فعالی غربالگری شدند و وارد پژوهش گردید. ابزار پژوهش پرسشنامه های اسنپ پلیزکا و همکاران (Pliszka.,1980) ، عزت نفس روزنبرگ(1965,Rosenberg.) و نقایص کارکردهای اجرایی کودکان و نوجوانان بارکلی (2012,Barkley.). و حمایت عاطفی معلم ساکیز(2007, Sakiz.) بود. داده ها با استفاده از روش های همبستگی پیرسون و مدل سازی معادلات ساختاری در نرم افزارهای SPSS-26 و Smart PLS-3 تجزیه و تحلیل شدند. یافته ها: در یافته های پژوهش، خودتنظیمی هیجانی به عنوان یکی از مؤلفه های کارکرداجرایی گرم با نقش تعدیل گری حمایت عاطفی معلم پیش بینی کننده عزت نفس در دانش آموزان ADHDنبود، در حالی که خودانگیزشی به عنوان مؤلفه ای از کارکردهای اجرایی گرم با نقش تعدیل گری حمایت عاطفی معلم توانست عزت نفس دانش آموزان ADHDرا پیش بینی کند. این در حالی است که در مدل مفهومی از لحاظ آماری بین خودتنظیمی هیجان با عزت نفس ارتباط معناداری یافت نشد ولی بین خودانگیزشی با عزت نفس ارتباط معناداری یافت شد. همچنین بین حمایت عاطفی معلم به عنوان نقش تعدیل کننده با عزت نفس نیز ارتباط معناداری یافت شد. نتیجه گیری: با توجه به یافته های پژوهش تقویت کارکردهای اجرایی گرم در راستای حمایت عاطفی معلم در مقطع ابتدایی به عنوان یک عامل محافظتی باعث افزایش شایستگی درک شده و عزت نفس این دانش آموزان خواهد شد.The Relationship between Hot Executive Functions and Self-esteem with the Moderating Role of Teacher's Emotional Support in Students with Attention Deficit Hyperactivity Disorder
Introduction A primary concern for the education system is the academic achievement and prevention of academic failure of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The consequences of academic failure in this group are significant, manifesting in detrimental effects on both their individual and the social life. This phenomenon is regarded as a threat to the nation's social capital. ADHD has been shown to manifest in academic, social, and interpersonal domains, with these effects often persisting into adulthood. Deficits in executive functions, particularly in the domains of cognition and metacognition, have been demonstrated to result in a decline in self-esteem among this student population. Low self-esteem has been demonstrated to have a deleterious effect on motivation and self-confidence, which in turn negatively impacts academic and social performance. The provision of emotional support from educators can function as a protective factor, thereby facilitating the amelioration of this situation. The present study examines the moderating role of teacher emotional support in the relationship between hot executive functions and self-esteem of students with ADHD. Method The present study was conducted in a descriptive-correlational manner using Structural Equation Modeling (SEM). The statistical population under consideration comprises all elementary school students in Kashan during the 1401-1402 academic year. The sampling method employed was purposive, and the sample size was determined to be 250 people. The inclusion criteria encompassed students who had referred themselves to psychology centers and had received a diagnosis of ADHD, yet were otherwise healthy in both physical and mental respects. The research tools included four standardized questionnaires: the SNAP Rating Scale (SNAP-IV) by Swanson et al. (1980) with 18 items, the Rosenberg Self-Esteem Scale (RSES) (1965) with 10 questions, the Barkley Scale of Executive Function Deficits in Children and Adolescents (2012) with 70 questions, and the Sakiz Teacher Emotional Support Scale (2007) with 9 questions. All phases of the research were conducted under the supervision of the supervisor, and all information was confidentially collected. Findings The analysis of the relationships between the study variables indicate that teacher emotional support exerts a positive and significant effect on students' self-esteem (standard coefficient = 0.443, T = 5.367, P < 0.001). The present study has demonstrated a positive correlation between self-motivation and self-esteem (standard coefficient = 0.375, T = 3.351, P < 0.001). An examination of the interaction between self-motivation and teacher emotional support reveals a significant effect of this interaction on self-esteem (standard coefficient = -0.460, T = 4.653, P < 0.000). Furthermore, emotional self-regulation demonstrated no substantial impact on self-esteem (P = 0.396). Conversely, the interaction with teacher emotional support exhibited a non-significant association (P = 0.806). Furthermore, the positive and significant effect of hot executive function on self-esteem is evident (standard coefficient = 0.208, T = 4.763, P < 0.001). The interaction of hot executive function with teacher emotional support demonstrates a significant effect (standard coefficient = -0.860, T = 5.628, P < 0.000). In general, the provision of emotional support by teachers, in conjunction with self-motivation among students, has been demonstrated to exert a positive and significant influence on the students' self-esteem. Discussion & Conclusion The initial hypothesis was analyzed, revealing that emotional self-regulation, with the moderating influence of teacher emotional support, does not serve as a substantial predictor of self-esteem in students exhibiting ADHD symptoms. This result aligns with the findings of Boaz (2023) and Rushton et al. (2020), who emphasize the emotional distance between these students and teachers. The theoretical explanation of this finding, based on Gross's emotion regulation theory, refers to the weakness in processing emotional experiences and predicting behavioral consequences in these children, which reduces the effectiveness of self-regulation and receiving effective emotional support. Therefore, it is recommended that emotional support be provided in the form of broader educational-social interactions. The examination of second hypothesis demonstrated a positive and significant relationship between self-motivation and self-esteem, with teacher emotional support serving as a moderating factor. This finding aligns with the research of Folds (2022), Markkanen (2022), and Zahed Babelan (2012), who emphasize that emotional support facilitates the development of self-esteem by increasing the sense of belonging and strengthening the perception of competence. In the theoretical explanation, the role of the teacher as a facilitator of intrinsic motivation and self-efficacy beliefs is highlighted. Consequently, the present study posits the notion of an enhanced pedagogical approach, emphasizing the empowerment of educators in the realm of motivational and emotional interactions. The examination of third hypothesis revealed no significant relationship between hot executive functions and teacher emotional support. This finding aligns with the results of Fredericks (2022) and Razmi et al. (2018), who posited that deficiencies in emotion management and the presence of maladaptive behaviors impede the acquisition of emotional support.According to the attachment theory, children diagnosed with ADHD exhibit diminished capacity to receive and benefit from emotional support provided by teachers. This diminished capacity is attributed to their impaired social emotion regulation skills and challenges in establishing secure bonds with adults. It is recommended that educational environments be designed to be supportive and responsive to students' emotional needs. The examination of fourth hypothesis demonstrated the ineffectiveness of emotional self-regulation in these children, a finding that aligns with the studies of Ferguson et al. (2021) and Barrett et al. (2020). This phenomenon is associated with mood instability and impaired impulse control. According to the principles of executive function theory, impaired inhibition and self-monitoring skills in children diagnosed with ADHD can impede their capacity to effectively manage negative emotions and respond adequately to stressful situations. Consequently, the implementation of psychoeducational interventions in conjunction with teacher emotional support is imperative. The examination of fifth hypothesis posits that teacher emotional support is associated with a significant increase in intrinsic motivation and self-esteem. This finding aligns with the research conducted by Markkanen (2022), Floyd et al. (2023), and Folds (2022). The present study draws upon the self-determination theory of Deci and Ryan (1985) to posit that a sense of belonging and security is a fundamental element in the underpinnings of motivation and self-esteem. Consequently, it is imperative to enhance teachers' emotional and communication skills to provide effective support to students with ADHD.
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