شناسنامه علمی شماره

نویسندگان

1 کارشناس ارشد روانشناسی و آموزش کودکان استثنایی دانشگاه شیراز

2 استادیار بخش آموزش کودکان استثنایی، دانشگاه شیراز

چکیده

هدف از پژوهش حاضر، مقایسه ابعاد همدلی در دانش‌آموزان با و بدون کم‌توانی‌ذهنی بود. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان با و بدون کم‌توان‌ذهنی دوره ابتدایی شهر شیراز در سال تحصیلی 90-89 بود. نمونه پژوهش شامل 733 نفر از دانش‌آموزان 11- 7 ساله (383 پسر و 350 دختر) دوره‌ی ابتدایی شیراز بود که 339 نفر از آنها دارای کم‌توانی‌ذهنی و به صورت نمونه‌ در دسترس و 393 نفر بدون کم‌توانی‌ذهنی و به صورت تصادفی از مدارس ابتدایی شیراز انتخاب شدند. ابزار پژوهش، پرسشنامه‌ همدلی گریفیت[1] (مارک دادز[2] و همکاران، 2008) بود که دارای سه بعد عاطفی، شناختی و کلی می‌باشد و توسط مادران دانش‌آموزان تکمیل شد. نتایج ضریب همبستگی پیرسون نشان داد که بین ابعاد همدلی (عاطفی، شناختی و کلی)، رابطه مثبت و معناداری به شرح زیر وجود داشت: 1) در بعد همدلی عاطفی، بین دانش‌آموزان (با و بدون کم‌توانی‌ذهنی) تفاوت معناداری وجود نداشت، اما در همدلی شناختی و همدلی کلی تفاوت بین این دو گروه در سطح 01/0معنادار بود. بدین صورت که دانش‌آموزان بدون کم‌توانی‌ذهنی در متغیرهای یاد شده بهتر از دانش‌آموزان با کم‌توانی‌ذهنی بودند.2) جنسیت در همدلی عاطفی در سطح 01/0 معنادار بود، یعنی دختران همدل‌تر از پسران بودند. در بعد همدلی شناختی چه در اثر اصلی و چه در تعامل بین دو گروه تفاوت معنی‌داری بین دختران و پسران وجود نداشت. سرانجام در همدلی کلی، در اثر اصلی، تفاوت بین دختران و پسران معنادار نبود اما در اثر تعاملی تفاوت در سطح 05/0 معنی‌دار بود. یعنی، دختران بدون کم‌توانی‌ذهنی همدل‌تر از پسران دارای کم‌توانی‌ذهنی بودند



[1]. Griffith Empathy Measure


[2]. Mark, Dadds

کلیدواژه‌ها

عنوان مقاله [English]

The Comparison between Empathy Dimensions in Two Groups of Students with and without Intellectual Disabilities

نویسندگان [English]

  • Zeinab Abedi Daryooni 1
  • La'ya Bashash 2

چکیده [English]

Various researches have consistently shown that
people with mental disabilities have difficulties in recognizing, describing
and responding to the emotional states of others. The aim of this research is
to compare empathy dimensions of two groups of students with and without
intellectual disabilities. The statistical population of this research consists
of all students with mild intellectual disability and typically developing
students of elementary schools of Shiraz in the academic year of 2010-2011. 733
students, 339 with mild intellectual disabilities and 393 normal students, aged
between 7 and 11 years old are selected as sample from elementary schools of
Shiraz. The instrument of the study is the Griffith Empathy Measure (Dadds
& et al, 2008). The scale has three dimensions; affectional, cognitive and
general. Parents of the sample students are asked to complete the questionnaire.
The reliability of the scale is studied by test-retest reliability (affectioal α=
.66, cognitive α= .57, and general α= .71). The validity is confirmed by
internal consistency. The study achieved the following results: 1) there is no
significant difference between the two groups in the affectional empathy
dimension. In contrast, results indicate significant difference in the
cognitive and general dimensions, because the typically developing students had
higher scores in the cognitive and general dimensions than students with
intellectual disabilities. 2) In the affectional dimension, females achieved
higher scores than males. 3) In the general empathy dimension, females without
disability had higher scores than males with intellectual disability

کلیدواژه‌ها [English]

  • empathy
  • students with intellectual disability
  • typically developing students
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