نوع مقاله : مقاله پژوهشی

نویسندگان

1 آسیه شامرادلو، مدرک کارشناسی ارشد در روانشناسی و آموزش کودکان استثنایی دانشگاه شیراز

2 دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز

3 داشگاه شیراز

چکیده

هدف از این پژوهش، مقایسه خودتعیینی و ابعاد آن در دانش‌آموزان با و بدون کم‌توانی‌ذهنی بود. روش پژوهش از نوع تحقیقات علی- مقایسه‌ای است. جامعه آماری این پژوهش شامل کلیه‌ی دانش‌آموزان با و بدون کم‌توانی‌ذهنی در سنین 14 سال و بالاتراند که در سال تحصیلی 92- 91 در مدارس شیراز مشغول به تحصیل هستند. نمونه پژوهش حاضر مشتمل بر120 دانش‌آموز دختر و پسر (60 دانش‌آموز با کم‌توانی‌ذهنی و 60 دانش‌آموز بدون کم‌توانی‌ذهنی) سنین 14 سال و بالاتر بودند که به روش هدفمند از مدارس مربوط به دانش‌آموزان با و بدون کم‌توانی‌ذهنی انتخاب شدند. در این پژوهش خودتعیینی و ابعاد آن توسط مقیاس خودگزارش خودتعیینی گومز - ولا و همکاران (2012) مورد ارزیابی قرار گرفت. جهت تجزیه و تحلیل داده‌ها از روش آماری تحلیل واریانس دو طرفه و تحلیل واریانس طرح‌های تکراری استفاده شد. نتایج نشان داد که دانش‌آموزان با کم‌توانی‌ذهنی نسبت به دانش‌آموزان بدون کم‌توانی‌ذهنی در خودتعیینی و ابعاد آن نمره پایین‌تری به دست ‌آوردند. در این پژوهش تفاوت معنی‌داری بر اساس جنسیت در نمره کل خودتعیینی و ابعاد استقلال رفتاری و توانمندسازی روانشناختی مشاهده نشد و تنها در بعد تحقق‌خود بود که بین دختران و پسران تفاوت معنی‌دار مشاهده شد. از دیگر نتایج پژوهش که در بین ابعاد مختلف خودتعیینی در میان دو گروه دانش‌آموزان با و بدون کم‌توانی‌ذهنی، بالاترین رتبه به توانمندسازی روانشناختی و کمترین رتبه به استقلال رفتاری تعلق گرفت. همچنین با توجه به سطح تحصیلات والدین بین دو گروه دانش‌آموزان با و بدون کم توانی‌ذهنی در نمره کل خودتعیینی و ابعاد آن تفاوت معنی‌داری وجود دارد.

کلیدواژه‌ها

عنوان مقاله [English]

A Comparison of Self-Determination and its Dimensions between Students with and without Intellectual Disability

نویسندگان [English]

  • aseyeh shamradloo 1
  • Diba Seyf 3

1 aseyeh.shamradloo. M.A. in Psychology & Education of Exceptional Children at Shiraz University

2 Associateprof Faculty of Educational and Psychology at Shiraz University

3 shiraz university

چکیده [English]

The aim of the present study was to compare the self-determination and its dimensions between students with and without intellectual disability. Research methodology is the form of scientific-comparison. The population of the study consisted of all students with and without intellectual disability age 14 years and older which in educated year 91-92 are educating at schools in shiraz. The participans of this study were 120 students (60 with intellectual disability and 60 without intellectual disability) with age of 14 and above, which in targeted way were selected from the school related to with and without intellectual disability students. In this research, self-determination and its dimensions were evaluated by using Self-Determination Scale (Gomezvela.et.al,2012). In order to analysis the data, two way analyse of variance and repeated measures were used. The results indicated that students with intellectual disability gain lower score in self-determination rather than student without intellectual disability. Also there were not significant difference between boys and girls in total scores of self-determination, behavior autonomy and psychologically empowered dimensions. Only in self-realization there was a significant difference between girls and boys. The other results of this research is that, among the different dimension of self-determination between two groups students with and without intellectual disability, the higher rank accrued to psychological empowerment and the lower rank accrued to behavioral autonomy. Also according to the parents education levels, there was significant difference in total score of self-determination and its dimensions between both groups of students with and without intellectual disability.

کلیدواژه‌ها [English]

  • Intellectual
  • Disability
  • and
  • Self-Determination
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