اثربخشی برنامه آموزشی پیش‌مهارت‌های نقاشی بر توانایی نوشتاری و تعلق به مدرسه در دانش‌آموزان دارای اختلال یادگیری ویژه با آسیب نوشتن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

2 دانشجو دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

10.22034/jmpr.2024.59902.6005

چکیده

هدف از پژوهش حاضر بررسی اثربخشی برنامه آموزشی پیش‌­مهارت‌­های نقاشی در توانایی نوشتاری و تعلق به مدرسه در دانش‌­آموزان دارای اختلال یادگیری ویژه با آسیب نوشتن بود. طرح پژوهش به صورت نیمه‌­آزمایشی با گروه کنترل و آزمایشی بود. جامعه آماری شامل دانش‌­آموزان دارای اختلال یادگیری ویژه با آسیب نوشتن به تعداد 120 نفر در سال تحصیلی 1402-1401 شهر شیراز بودند. تعداد 30 نفر از این افراد به صورت نمونه‌­گیری انتخاب شدند و به صورت تصادفی به دو گروه 15 نفری آزمایشی و کنترل گمارده شدند. مداخله آموزشی پیش‌­مهارت­‌های نقاشی طی سه ماه و در 8 جلسه 45 دقیقه‌­ای انجام شد. از مقیاس­‌های حس تعلق به مدرسه ارسلان و دورو (2017)، و دست نویسی مینه سوتا برای جمع‌­آوری داده‌­ها در پیش و پس‌­آزمون استفاده شد. تحلیل کوواریانس چندمتغیره نشان داد که بین گروه آزمایشی و کنترل در متغیر‌ توانایی نوشتاری تفاوت معنی‌داری وجود دارد. اما بین دو گروه در تعلق به مدرسه تفاوت معناداری مشاهده نشد (p<0.05). به طور کلی، شواهد نشان می‌دهد که برنامه آموزش پیش مهارت‌های نقاشی، این پتانسیل را دارد که به دانش‌آموزان با ناتوانی‌های یادگیری خاص و اختلال در بیان نوشتاری کمک کند تا بر موانع موفقیت تحصیلی غلبه کنند و مشارکت خود را در جامعه مدرسه افزایش دهند. با این حال، برای درک کامل تأثیر بلندمدت برنامه و شناسایی راه‌های اضافی برای حمایت از دانش‌آموزان دارای ناتوانی یادگیری در دستیابی به پتانسیل کامل، تحقیقات بیشتری لازم است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of the Drawing Pre-Skills Training Program on Writing Ability and Belonging to School Among Students with Specific Learning Disabilities with Dysgraphia

نویسندگان [English]

  • Shahrooz Nemati 1
  • Rahim Badri Gargari 1
  • Ali Asghar Rasooli 2
1 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
2 PhD student in Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
چکیده [English]

The current research aimed to examine the effectiveness of the drawing pre-skills training program on writing ability and belonging to a school among students with specific learning disabilities with dysgraphia. The research design was semi-experimental with control and experimental groups. The statistical population included the students with a specific learning disability with dysgraphia during the educational year of 2022-2023 in Shiraz. 30 people were selected by the on-hand sampling method and were randomly assigned into two control and experimental groups. The instructional intervention of drawing pre-skills was performed over 3 months in 10, 45 min sessions. The scales of the feeling of belonging to the school and the test of Minnesota handwriting were used to collect data in pre-and post-tests. MANCOVA results showed that there is a significant difference between experimental and control groups in the variable of writing ability, but no difference was observed among the two groups regarding the feeling of belonging to a school. Overall, the evidence suggests that the Drawing Pre-Skills Training Program has the potential to help students with specific learning disabilities and impairment in written expression overcome barriers to academic success and increase their engagement in the school community. However, further research is needed to fully understand the program's long-term impact and identify additional ways to support students with learning disabilities in achieving their full potential.

کلیدواژه‌ها [English]

  • drawing pre-skills
  • feeling of belonging to school
  • specific learning disability

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فصلنامه پژوهش های نوین روانشناختی
دوره 20، شماره 79
مهر 1404
صفحه 53-62

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سابقه مقاله

  • تاریخ دریافت: 02 بهمن 1402
  • تاریخ بازنگری: 01 فروردین 1403
  • تاریخ پذیرش: 03 اردیبهشت 1403

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