رابطه کارکردهای اجرایی گرم و عزت نفس با نقش تعدیل گری حمایت عاطفی معلم در دانش آموزان با اختلال نقص توجه-بیش فعالی

پژوهش های روان شناسی بالینی و مشاوره

مقاله 3، دوره 14، شماره 2 - شماره پیاپی 28، اسفند 1403، صفحه 57-82   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2025.83465.1525

نویسندگان

علیرضا اصغرزاده¹؛ سید محسن اصغری نکاح^{* 2}؛ سکینه کوهبانی سلطانی²

¹کارشناسی ارشد روان شناسی و آموزش کودکان استثنایی، دانشگاه فردوسی مشهد، مشهد، ایران .

²دانشیار، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی رابطه کارکردهای اجرایی گرم و عزت‌نفس با نقش تعدیل‎گری 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 دانش‌­آموزان مقطع ابتدایی سال تحصیلی 1402-1401 شهر کاشان بود. نمونه‌گیری  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 پرسشنامه‌های اسنپ پلیزکا و همکاران (Pliszka.,1980) ، عزت‌نفس روزنبرگ(1965,Rosenberg.) و نقایص کارکردهای اجرایی کودکان و نوجوانان بارکلی (2012,Barkley.). و حمایت عاطفی معلم ساکیز(2007, Sakiz.) بود. داده­ها با استفاده از روش­های همبستگی پیرسون و مدل‌سازی معادلات ساختاری در نرم‌افزارهای SPSS-26 و Smart PLS-3  تجزیه و تحلیل شدند.
یافته‌­ها: در یافته‌های پژوهش، خودتنظیمی هیجانی به عنوان یکی از مؤلفه‌­های کارکرداجرایی گرم با نقش تعدیل­‌گری حمایت عاطفی معلم پیش‌بینی کننده عزت‌نفس در دانش آموزان ADHDنبود، در حالی‌که خودانگیزشی به‌عنوان مؤلفه‌ای از کارکردهای اجرایی گرم با نقش تعدیل­‌گری حمایت عاطفی معلم توانست عزت‌نفس دانش آموزان ADHDرا پیش‌بینی کند. این در حالی است که در مدل مفهومی از لحاظ آماری بین خودتنظیمی هیجان با عزت‌نفس ارتباط معناداری یافت نشد ولی بین خودانگیزشی با عزت‌نفس ارتباط معناداری یافت شد. همچنین بین حمایت عاطفی معلم به عنوان نقش تعدیل­‌کننده با عزت‌نفس نیز ارتباط معناداری یافت شد.
نتیجه‌­گیری: با توجه به یافته‌­های پژوهش تقویت کارکردهای اجرایی گرم در راستای حمایت عاطفی معلم در مقطع ابتدایی به‌عنوان یک عامل محافظتی باعث افزایش شایستگی درک شده و عزت‌نفس این دانش‌آموزان خواهد شد.

کلیدواژه‌ها

کارکردهای اجرایی گرم؛ عزت نفس؛ حمایت عاطفی؛ نقص توجه- بیش فعالی

مراجع

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