نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، دانشکده روانشناسی و علوم اجتماعی، واحد رودهن دانشگاه آزاد اسلامی، رودهن، ایران

2 گروه روان‎شناسی، دانشکده روان‎شناسی و علوم اجتماعی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران

3 گروه روانپزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی اراک، اراک، ایران

4 گروه علوم تربیتی آموزش‌وپرورش کودکان استثنایی، دانشکده روان‎شناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

چکیده

اختلال نارسایی توجه فزون‎کنشی همراه با الگوی پایدار عدم توجه و / یا فزون‎کنشی و رفتارهای تکانشی است که شدیدتر از آن است که معمولاً در کودکان با سطح تحولی مشابه دیده می‎شود. ملال تحصیلی با هدر رفتن منابع انسانی و هزینه‎های مالی بسیار همراه است؛ ملال تحصیلی یکی از مسائل اساسی گریبان‌گیر نظام‎های آموزشی است. هدف از پژوهش حاضر بررسی اثربخشی بازتوانی شناختی رایانه‎یار در ملال تحصیلی دانش‎آموزان با اختلال نارسایی توجه فزون‎کنشی بود. شرکت‎کنندگان در این پژوهش شامل 24 (12 پسر و 12 دختر) دانش‎آموز دارای اختلال فزون‎کنشی و نارسایی توجه مقطع ششم تا نهم منطقه هفت تهران در سال تحصیلی 98-1397 بود که به‌صورت نمونه‎گیری هدفمند، انتخاب شدند و در دو گروه آزمایش و گواه به‌صورت تصادفی جایگزین شدند. شرکت‎کنندگان پرسشنامه هیجان‎های تحصیلی (پکران و همکاران، 2002) را در مراحل پیش‎آزمون، پس‎آزمون و پیگیری تکمیل نمودند. گروه گواه در ده هفته 20 جلسه بازتوانی شناختی رایانه‎یار (هفته‎ای دو جلسه 30 دقیقه‎ای) دریافت کردند. یافته‎ها بر اساس تحلیل واریانس اندازه‎گیری مکرر در محیط نرم‎افزار SPSS-26 مورد تحلیل قرار گرفتند. یافته‎ها نشان می‎دهد که ملال تحصیلی دانش‎آموزان با اختلال فزون‎کنشی نارسایی توجه در تمام خرده‎مقیاس‎ها به‌طور معناداری با اندازه اثری متوسط کاهش پیدا کرده است. توسعه و ارزیابی اثربخشی اولیه مداخله بازتوانی رایانه‎یار برای کودکان دارای اختلال نارسایی توجه فزون‎کنشی می‎تواند اولین گام را در پر کردن شکاف موجود در ادبیات بالینی حال حاضر بردارد و باعث بهبود ملال تحصیلی و کارکرد دانش‎آموزان با اختلال نارسایی توجه فزون‎کنشی شود و در نتیجه می‎توان انتظار داشت که باعث بهبود کارکرد تحصیلی این دانش‎آموزان بشود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Computer-Assisted Cognitive Remediation on the Educational Boredom among Students with Attention Deficit Hyperactivity Disorder

نویسندگان [English]

  • Mitra Mayeli 1
  • Khadijeh Abolmaalialhosseini 2
  • Mostafa Nokani 3
  • Siavash Talepasand 4

1 Ph.D. Student, Department of Educational Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

2 Department of Educational Psychology, Faculty of Psychology and Social Sciences, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

3 Department of Psychiatry, School of Medicine, Arak University of Medical Sciences, Arak, Iran.

4 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

چکیده [English]

Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial costs; it is one of the major issues that any educational system may be faced with. The aim of the present study was to investigate the effectiveness of computer-assisted cognitive remediation on academic boredom among students with ADHD. The participants in this study included 24 (12 boys and 12 girls) students with ADHD and in the sixth to ninth grades of the seventh district of Tehran in the academic year of 2018-19. They were selected based on inclusion and conclusion criteria and they randomly assigned to two experimental and control groups. They completed the academic emotions questionnaire (Pekrun, & et al, 2002) in the pre-test, post-test, and follow-up. The experimental group received 20 sessions of computer-assisted cognitive remediation during ten weeks (30 minutes session, two times per week). The data were analyzed with repeated measure analysis of variance in the SPSS-26 software environment. The findings indicated that all subscales of academic boredom among students with ADHD were significantly improved, with a moderate effect size. This early development and evaluation of computerized rehabilitation intervention for students with ADHD can take the first step in filling the gap in current clinical literature and it is expected a significant improvement and clinical efficacy in the performance of children with ADHD.

کلیدواژه‌ها [English]

  • Attention deficit hyperactivity disorder
  • computer-assisted cognitive remediation
  • academic boredom
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