fa تعیین اندازه اثر کارکردهای اجرایی و سطوح یادگیری خودتنظیمی در پیش‌بینی اضطراب ریاضی دانش‌آموزان با اختلال یادگیری ریاضی روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <div style="text-align: justify;"><strong>هدف</strong>: تعداد زیادی از دانش‌آموزان مقاطع ابتدایی، راهنمایی و دبیرستان در یادگیری دروس ریاضی مشکل دارند. در اﻳﻦ ﭘﮋوﻫﺶ اندازه اثر کارکردهای اجرایی و سطوح یادگیری خودتنظیمی در پیش‌بینی اضطراب ریاضی تعیین و بررسی شد.<br> <strong>روش‌بررسی</strong>: طرح پژوهش از نوع پژوهش‌های همبستگی مبتنی‌بر روش مدل‌یابی معادلات ساختاری بود. جامعهٔ آماری پژوهش، تمامی دانش‌آموزان ابتدایی با اختلال یادگیری از شهر کرمان در سال تحصیلی ۱۳۹۷ بودند که ۱۲۰ ﻧﻔــﺮ از آن‌ها ﺑـﻪ روش ﻧﻤﻮﻧﻪ‌گیری ﺧﻮﺷﻪ‌ای تصادفی انتخاب گردیدند. ابزارهای استفاده‌شده شامل: خرده آزمون تشابهات وکسلر (۲۰۰۱)، پرسشنامهٔ زمینه کلی یادگیری زیمرمان (۱۹۸۶) و اضطراب ریاضی بلیک و پارکر (۱۹۹۷) بود. داده‌ها با استفاده از روش‌های آماری رگرسیون خطی چندگانه و معادلات ساختاری و به کمک نرم‌افزارهای SPSS-21 و AMOS-18 تجزیه‌وتحلیل شد.<br> <strong>یافته‌ها</strong>: نتایج نشان داد که مدل ارائه‌شده از برازش قابل قبولی برخوردار است. ضرایب رگرسیونی مدل نشان داد متغیرها به‌خوبی رابطهٔ بین کارکردهای اجرایی و سطوح یادگیری خودتنظیمی با اضطراب ریاضی را در دانش‌آموزان دارای اختلال یادگیری ریاضی تبیین می‌کنند. بین کارکردهای اجرایی و اضطراب ریاضی در بین دانش‌آموزان رابطهٔ معکوس و معناداری وجود داشت (۰٫۰۱۲=<em>p</em>). بین خودتنظیمی و اضطراب ریاضی در بین دانش‌آموزان نیز رابطهٔ معکوس و معناداری وجود داشت (۰٫۰۰۷=<em>p</em>).<br> <strong>نتیجه‌گیری</strong>: براساس یافته‌های این پژوهش کارکردهای اجرایی و سطوح یادگیری خودتنظمیی نقش تعیین‌کننده‌ای در اضطراب ریاضی دانش‌آموزان با اختلال ریاضی دارند.</div> <div style="text-align: justify;"><strong>Background & Objective</strong>: There are many students in elementary, secondary and high school levels in learning math lessons, and these students have problems with cognitive functions in addition to educational difficulties. Math is a course where the proper function is always essential for students and their parents. The importance of this field and its learning issues has led to the development of major research, including research on the role of mathematical anxiety in learning mathematics. On the other hand, the useful functions are neuropsychological targets whose main task is to control and coordinate behavior and to target individuals in different fields such as goal programming, self-monitoring, inappropriate response inhibition, flexibility, and direction. Involve future behavior. In this regard, the purpose of this study was to determine the contribution of executive functions and self-regulation learning levels to the prediction of math anxiety.<br> <strong>Methods</strong>: The research design was correlation research based on the structural equation modelling method. The statistical population of the study included all elementary students with learning disabilities in Kerman city during 1397 academic year, 120 of them selected by random cluster sampling. The tools used included Wackler&#39;s similarity tests (2001), Zimmerman&#39;s general field of reference (1986), Blake and Parker&#39;s mathematical anxiety (1997), and a researcher-made math skills questionnaire. First, after obtaining the necessary permissions from the Department of Education in districts 1 and 2 of Kerman, students with math disorders were identified through the implementation of a mathematical-based researcher&#39;s test. After identifying 147 students with math disorders, 120 students in 4 schools (12 classes) of self-regulatory learning questionnaire distributed among them, and in the next stage, each student individually at the school lab in terms of three components of executive functions including organization Instruction-Planning, reasoning, and working memory tested.<br> <strong>Results</strong>: The results showed that the proposed model has acceptable fitness; the regression coefficients of the model indicate that the variables as well as the relationship between executive functions and self-regulation levels of learning with mathematical anxiety of students with the math learning disorder. Thus, there is a multiple relationship between the mentioned variables. There is a negative and significant relationship between executive functions and math anxiety among students (p<0.012). There is a negative and significant relationship between self-regulation and math anxiety among students (<em>p</em>=0.007). To evaluate the proposed model, Structural Equation Modeling (SEM) used. Before examining the structural coefficients, the pattern&#39;s fitness studied. The fitting of the primary pattern based on the fitness indices used in this study showed that the values of some of the first modelling indices indicate that the proposed model needs to be reformed and improved. The values of the general indexes of fitting after the changes showed that the model of measurement of this research is entirely in a satisfactory condition. Based on the results obtained from this model, we can say that predictive variables of mathematical anxiety among students with math learning disorder are significant in all levels.<br> <strong>Conclusion</strong>: According to the results of this research, It can be said that executive functions and self-regulatory levels play a decisive role in the mathematical anxiety of students with math disorders. Also, students with math learning disorder can be strengthened through advanced training courses for students with math disorders. Given that self-regulating mathematics, anxiety has a student&#39;s mathematical disorder; students are encouraged to learn more about what they are learning when they are studying rather than just reading the lesson. Learn lessons and do the necessary things and tasks.</div> کارکردهای اجرایی, یادگیری خودتنظیمی, اضطراب ریاضی, اختلال ریاضی. Executive Functions, Self-Regulation Learning, Math Anxiety, Math Disorder. 64 64 http://jdisabilstud.org/browse.php?a_code=A-10-1062-2&slc_lang=fa&sid=1 Solmaz Vahidi سولماز وحیدی vahidi.s@gmail.com 100319475328460030350 100319475328460030350 No Islamic Azad University, Kerman دانشگاه آزاد اسلامی، کرمان Alireza Manzari Tavakoli علیرضا منظری توکلی manzari.v63@gmail.com 100319475328460030351 100319475328460030351 Yes Department of Educational Psychology, Islamic Azad University, Kerman گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی، کرمان Hamdollah Manzari Tavakoli حمدالله منظری manzari.v63@gmail.com 100319475328460030352 100319475328460030352 No Department of Educational Psychology, Islamic Azad University, Kerman گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی، کرمان Amanollah Soltani Nezhad امان الله سلطانی نژاد samareh.m@gmail.com 100319475328460030353 100319475328460030353 No Department of Educational Psychology, Islamic Azad University, Kerman گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی، کرمان