Middle Eastern Journal of Disability Studies
مجله مطالعات ناتوانی
MEJDS
Medical Sciences
http://jdisabilstud.org
1
admin
2322-2840
2322-2840
10.29252/mejds
14
8888
13
fa
jalali
1397
1
1
gregorian
2018
4
1
8
شماره سال ۱۳۹۷
online
1
fulltext
fa
مقایسهٔ سبکهای شوخطبعی و مهارتهای اجتماعی دانشآموزان با و بدون اختلال یادگیری خاص مقطع متوسطه
Comparison of humor styles and social skills between high school students with and without specific learning disability disorder
روانشناسی
Psychology
مقاله پژوهشی اصیل
Original Research Article
<p dir="RTL" style="text-align: justify;"><strong>زمینه و هدف</strong>: پژوهشگران اذعان دارند رشد مهارتهای ارتباطی دانشآموزان دارای اختلال یادگیری خاص درمقایسه با دانشآموزان عادی در بسیاری از جهات با مشکل روبهرو است. ازاینرو پژوهش حاضر با هدف مقایسهٔ سبکهای شوخطبعی و مهارتهای اجتماعی دانشآموزان با و بدون اختلال یادگیری خاص در مقطع متوسطه انجام شد.<br>
<strong>روشبررسی</strong>: روش این پژوهش توصیفی از نوع علیمقایسهای بود. جامعهٔ آماری پژوهش را تمامی دانشآموزان پسر دارای اختلال یادگیری خاص و دانشآموزان عادی دورهٔ متوسطه شهر کرمان تشکیل دادند. ۸۰ آزمودنی (۴۰ دانشآموزبااختلال یادگیری خاص و ۴۰ دانشآموز عادی) بهصورت نمونهگیری تصادفیخوشهای چندمرحلهای بهعنوان اعضای نمونه انتخاب شدند. برای جمعآوری دادهها از آزمون هوش ریون و پرسشنامههای مهارتهای اجتماعی ماتسون و همکاران (۱۹۸۳) و پرسشنامهٔ سبکهای شوخطبعی مارتین و همکاران (۲۰۰۳) استفاده شد. برای تجزیهوتحلیل دادهها نیز، تحلیل واریانس چندمتغیری بهکار رفت.<br>
<strong>یافتهها</strong>: نتایج نشان داد که میانگین نمرات مهارتهای اجتماعی دانشآموزان دارای اختلال یادگیری خاص کمتر از دانشآموزان عادی بود (۰٫۰۰۱><em>p</em>). همچنین میانگین نمرات دانشآموزان دارای اختلال یادگیری خاص در مؤلفهٔ سبک شوخطبعی خودافزاینده کمتر از دانشآموزان عادی بهدست آمد (۰٫۰۴۳=<em>p</em>) و دانشآموزان اختلال یادگیری خاص در مؤلفههای سبک شوخطبعی پرخاشگرانه (۰٫۰۲۵=<em>p</em>) و خودکاهنده (۰٫۰۴۶=<em>p</em>) نمرات بیشتری را کسب کردند.<br>
<strong>نتیجهگیری</strong>: باتوجه به اینکه داشتن ارتباط مؤثر با همسالان (مهارتهای اجتماعی صحیح) و پذیرش ازسوی آنان برای تمامی دانشآموزان بهویژه دانشآموزان دارای اختلال یادگیری خاص پیشبینیکنندهٔ خوبی از شایستگی تحصیلی و اجتماعی آتی آنان محسوب میشود و همچنین دانشآموزان بااختلال یادگیری خاص در کاربرد سبک شوخطبعی سالم و مهارتهای اجتماعی مطلوب با مشکل مواجه هستند، لزوم توجه به متغیرهای مذکور امری بسیار مهم و حیاتی است.</p>
<p style="text-align: justify;"><strong>Objective</strong>: Specific learning disability has become the umbrella term for mathematics, reading and written expression disorders in updated DSM-5S. This disorder always has shown itself as a responsible factor in many kinds of academic problems. In addition to enormous academic problems, the disorder can cause many defects in students’ social relationships, especially taking an appropriate humor style. Therefore, it seems there is some differences between students with specific learning disability disorder and normal students. Because of the importance of the issue, aim of this study was to compare humor styles and social skills between high school students with and without specific learning disability disorder.<br>
<strong>Methods</strong>: The study design was descriptive and a causal-comparative type. All normal and learning-disabled high school male students of Kerman city (southeastern, Iran) constituted the study population. Eighty students (40 with and 40 without specific learning disability disorder) were selected through convenient sampling method as sample members. All the learning-disabled subjects were met the DSM-5 diagnostic criteria for the specific learning disability disorder. Furthermore, In order to comply with ethical principles, informed consent was obtained from participants and as the participation in the study was completely arbitrary; subjects could withdraw from the study whenever they wished. A diagnostic interview, Raven’s IQ test, Colorado learning difficulties (CLDQ), Matson’s social skills, and Martin's humor styles (HSQ) questionnaires were utilized for data collection. The Persian version of each instrument enjoys an acceptable validity and reliability and each of them has been used in many studies conducted in Iran. Before compare the students, Kolmogorov–Smirnov test was used to assess the normality of the distribution and Box's and Leven's test was used to assess the homogeneity of variance-covariance matrices. All the data were analyzed using SPSS software (V. 22), through Multivariate analysis of variance (MANOVA) test.<br>
<strong>Results</strong>: Mean scores of students with specific learning disability disorder in the social skills were significantly lower than normal students were (<em>p</em><0.001). Meanwhile, the mean scores of students with the specific learning disability disorder were lower than normal students were in self-enhancing humor style (<em>p</em>=0.043), they scored higher mean scores in aggressive (<em>p</em>=0.025) and Self-defeating humor styles (<em>p</em>=0.046). The result also showed that the differences between two groups of the students in the affiliative humor style was not significant (<em>p</em>=0.303). These findings signify that the students with specific learning disability disorder in comparison to the normal students have had a worse condition in perceiving and expressing the social skills. Moreover, they also have preferred negative humor styles such as aggressive and Self-defeating, instead of choosing a positive humor style such as self-enhancing, which is considered as an adaptive humor style.<br>
<strong>Conclusion</strong>: Regarding the fact that having effective contacts with peers, and being socially accepted by them is a good predictor for students’ future academic and social competence, and as the students with specific learning disability disorder have critical defects in employing the healthy humor styles and social skills, paying attention to these variables is of paramount importance.</p>
سبکهای شوخطبعی, مهارتهای اجتماعی, اختلال یادگیری خاص.
Humor styles, Social skills, Specific learning disability.
68
68
http://jdisabilstud.org/browse.php?a_code=A-10-596-1&slc_lang=fa&sid=1
Mohammad
Ghaderi
محمد
قادری رمازی
mohammade_ghaderi@yahoo.com
100319475328460030361
100319475328460030361
No
Farhangian University, Kerman
دانشگاه فرهنگیان، کرمان
Fereshteh
Baezzat
فرشته
باعزت
Baezzat12@gmail.com
100319475328460030362
100319475328460030362
No
Faculty of humanities and social sciences, University of Mazandaran
دانشکدهٔ علوم انسانی و اجتماعی، دانشگاه مازندران
Hamidreza
Dehghan
حمیدرضا
دهقان
hamiddehghan313@yahoo.com
100319475328460030363
100319475328460030363
Yes
Mazandaran University
دانشگاه مازندران