نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه تربیت بدنی عضو هیأت علمی دانشگاه شیراز (نویسنده مسئول)

2 دانشجوی دکتری رشد و یادگیری حرکتی دانشگاه علوم تحقیقات تهران

3 استادیار گروه آموزش کودکان استثنایی عضو هیأت علمی دانشگاه شیراز

چکیده

هدف این پژوهش تعیین اثر بازخورد تطبیقی- اجتماعی بر
اجرای تکلیف تولید نیرو در دختران با کم­توانی­ذهنی بود. روش پژوهش، آزمایشی با طرح
پیش­آزمون- پس­آزمون با گروه کنترل بود. از بین دانش­آموزان دختر با کم­توانی­ذهنی
شهرستان شیراز46 دانش­آموز دختر  به روش
نمونه‌گیری هدفمند انتخاب شدند. شرکت­کنندگان بر اساس آزمون بیشترین انقباض ارادی
که در نخستین جلسه به وسیله دینامومتر دستی از آن­ها به عمل آمد به دو گروه
آزمایشی 22 نفری در گروه بازخورد (هنجاری مثبت) و 24 نفری در گروه کنترل (بدون
دریافت بازخورد) تقسیم شدند. تحلیل کواریانس، عملکرد بهتر گروه آزمایشی را در
تکلیف تولید نیرو نسبت به گروه کنترل نشان داد. یافته­های این پژوهش شواهدی را
برای اهمیت نقش انگیزشی بازخورد فراهم می­آورد. بنابراین به علت تأثیر ویژه­ای که
بازخورد تطبیقی- اجتماعی بر عملکرد تکلیف تولید نیرو در دانش­آموزان با کم­توانی­ذهنی
دارد، به عنوان یک راهکار آموزشی مؤثر در زمینه آموزش مهارت­ها به مربیان دانش­آموزان
آموزش ویژه توصیه می­گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Social-Comparative Feedback on the Performance of Power Generation Task in Educable Mentally Retard Girls

نویسندگان [English]

  • robabeh rostami 1
  • mona rezaie 2
  • sosan jabari 3

1

2

3

چکیده [English]

The goal of this study was to determine the effectiveness of
social-comparative feedback on the performance of power generation task in
educable intellectual disability girls. Method: The present research is
an experimental study with pre-test and post-test with experimental and control
groups.
Among all elementary special schools in Shiraz
city, 46 mentally retarded girl students were selected through purposeful
sampling. The participants were divided into experimental and control groups
(22 inthe experimental group and 24 in the control group).
Results: Analysis of covariance showed that the
experimental group achieved significantly higher scores than the control group.
The results of this study provide evidence for the importance of motivational
feedback.Conclusion: Since the social-comparative feedback had a special
effect on the performance of power generation task in mentally retarded
individuals, it is recommended that this method be used as an effective
training strategy in the field of special education

کلیدواژه‌ها [English]

  • Power Generation Task
  • Social-Comparative Feedback
  • Mentally Retard.  
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