چکیده:
The aim of this study was to investigate the effect of emotional communication skills training on emotion regulation, parental self-efficacy and child acceptance in mothers of children with special learning disabilities. The statistical population of this study consisted of all mothers of students with special learning disabilities. Sampling method was accessible in that the participants were selected from mothers of children with learning disabilities who referred to clinics under the supervision of education in Shiraz. Of the 32 selected participants, 15 were assigned to the experimental group and 17 to the control group, randomly. After the pretest, the experimental group was trained in emotional communication skills in ten sessions, while the control group did not receive any specific intervention. Then, post-test was performed for both groups. Garnefski Cognitive Emotion Regulation Questionnaire (CERQ) , Dumka Parental Self Agency Measure (PSAM) and Parental Acceptance Questionnaire (PAQ) were used to collect data. The results indicated that the experimental and control groups had significant differences in the variables of cognitive emotion regulation, parental self-efficacy and parental acceptance. In general, the findings supported the effectiveness of emotional-communication regulation skills training on parental characteristics and personality of parents.
هدف از پژوهش حاضر تبیین تأثیر آموزش مهارت های ارتباطی هیجانی بر تنظیم شناختی هیجان، خودکارآمدی والدینی و پذیرش کودک در مادران دارای کودک اختلال یادگیری خاص می باشد. جامعه آماری این پژوهش را کلیه مادران دانش آموزانی که دارای اختلال یادگیری خاص می باشند تشکیل می دهند. روش نمونه گیری به صورت در دسترس بود که از مادران کودکان با اختلال یادگیری که به کلینیک های تحت نظارت آموزش و پرورش شهر شیراز مراجعه کردند، انتخاب شد که در نهایت 32 نفر باقی ماندند (15نفر گروه آزمایش و 17نفر گروه کنترل) که به طور تصادفی در گروه 2 گروه کنترل و آزمایش گماشته شدند. پس از انجام پیش آزمون، گروه آزمایش در ده جلسه تحت آموزش مهارت های ارتباطی هیجانی قرار گرفتند و سپس از هر دو گروه پس آزمون به عمل آمد. ابزارهای پژوهش شامل پرسشنامه تنظیم شناختی هیجان گرانفسکی(CERQ)، خودکارآمدی والدینی دومکا (PSAM) و پذیرش والدینی (PPAC) می باشد. به منظور تحلیل اطلاعات جمع آوری شده از دو بخش آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تحلیل کوواریانس) استفاده شد. نتایج نشان داد گروه ازمایش و کنترل در متغیر تنظیم شناختی هیجان، خودکارآمدی والدینی و پذیرش والدینی دارای تفاوت معنادار می باشد. به گونه ای که در این متغیرها میانگین پس آزمون گروه آزمایش بیشتر از گروه کنترل است.
خلاصه ماشینی:
ir/ Iranian Evolutionary and Educational Psychology Journal IEEPJ The Effectiveness of Emotion-Communication Skills Training on Cognitive Emotion Regulation, Parental Self-Efficacy and Child Acceptance in Mothers of Children with Learning Disabilities Elham Fereydoni, Hossein Baqoli* Maryam Kouroshnia, Majid Barzegar Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran * Corresponding author’s Email: bhossein@gmail.
com ABSTRACT: The aim of this study was to investigate the effect of emotional communication skills training on emotion regulation, parental self-efficacy and child acceptance in mothers of children with special learning disabilities.
According to the research literature and the results of previous studies, in this study, the effect of emotional-communication skills training in mothers of children with learning disabilities on parental self-efficacy, cognitive emotion regulation and parental acceptance was examined.
Accordingly, the present study sought to answer the question of whether communication-emotional skills training can lead to increased self-efficacy, emotional regulation and parental acceptance in mothers of children with learning disabilities?
Accordingly, communication-emotional skills training has been significantly effective on all cognitive regulation strategies, parental self-efficacy and parental acceptance components in mothers of children with learning disabilities.
Hypothesis 2: Communication-emotional skills training is effective on parental self-efficacy in mothers of children with learning disabilities.
Hypothesis 2: Communication-emotional skills training is effective on parental self-efficacy in mothers of children with learning disabilities.
The results showed that communication-emotional skills training had a significant effect on parental self-efficacy in mothers of children with learning disabilities.