fa ارتقای تعامل با همسالان از مسیر راهبردهای خودتنظیمی در دانش‌آموزان دارای نارسایی‌های ویژه یادگیری تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">هدف:</span></span></b> <span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">پژوهش</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black"> حاضر</span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">&nbsp; با هدف ارتقای تعامل با همسالان از مسیر راهبردهای خودتنظیمی در دانش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزان با </span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">نارسایی‌های ویژه در یادگیری</span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> انجام شد</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">. <b>روش‌ها:</b> </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">دراین</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">راستا، طرح نیمه</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آزمایشی از نوع پیش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آزمون و پس</span></span><span lang="AR-SA" style="font-family:Yagut"><span style="color:black">‌</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آزمون با گروه</span></span> <span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">کنترل استفاده شد. جامعه</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> آماری پژوهش شامل تمام دانش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزان </span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">دارای اختلال</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black"> یادگیری </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">ویژه دوره</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> ابتدایی شهر تبریز بود. نمونه</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> پژوهش 30&nbsp; نفر (15 نفر گروه آزمایش و 15 نفرگروه کنترل) با اختلال یادگیری ویژه بودند که از میان دانش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزان دارای اختلال یادگیری دوره</span></span><span dir="LTR" style="color:black">‌‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">ی ابتدایی شهر تبریز به</span></span><span lang="AR-SA" style="font-family:Yagut"><span style="color:black">‌</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">صورت دردسترس</span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> انتخاب شدند.</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black"> از مقیاس </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">روابط با همسالان هادسون</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black"> در پیش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">آزمون و پس</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">آزمون برای جمع</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">آوری داده</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">ها استفاده شد. </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزش راهبردهای خودتنظیمی برای گروه آزمایش در 8 جلسه</span></span><span dir="LTR" style="color:black">‌</span><span b="" nazanin="" style="font-family:"><span style="color:black"> یک</span></span><span arial="" dir="LTR" style="font-family:"><span style="color:black">‌</span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">ساعته به</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black"> مدت 2 ماه ارائه </span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">شد. <b>یافته‌ها:</b> </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">تحلیل کوواریانس نشان داد که آموزش راهبردهای خودتنظیمی تعامل با همسالان را</span></span> <span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">در دانش</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزان دارای اختلال یادگیری ویژه به</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">طور معنا</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">داری بهبود می</span></span><span dir="LTR" style="color:black">‌</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">بخشد</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black"> (</span></span><span dir="LTR" style="color:black">P<0.05</span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">.</span></span> <b><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">نتیجه‌گیری: </span></span></b><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">به</span></span><span lang="FA" style="font-family:Yagut"><span style="color:black">‌</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">&shy;واسطه نقش مؤثر </span></span><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">آموزش راهبردهای خودتنظیمی در بهبود تعامل دانش&shy;آموزان دارای اختلال یادگیری با همسالانشان&shy; طراحی و اجرای این برنامه برای سایر گروه&shy;های نارسایی&shy;های تحولی نیز پیشنهاد می&shy;شود</span></span><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">واژه&shy;های کلیدی</span></span></b><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">: </span></span><i><span b="" lang="AR-SA" nazanin="" style="font-family:"><span style="color:black">اختلال یادگیری ویژه، آموزش راهبردهای خودتنظیمی، تعامل باهمسالان</span></span></i><i><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">.</span></span></i> <span dir="LTR" style="color:black"></span></span></span></span></span></span> <span style="font-size:11pt"><span style="line-height:110%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Abstract</span></span></span></span></b></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:110%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Objectives: </span></span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The current research aimed to promote peer interaction through self-regulatory strategies in students with specific learning disabilities. </span></span></span></span><b><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times="">Methods</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">: The study has a quasi-experimental design of the pre-test and post-test with the control group. The statistical population included all students with specific learning disabilities in the primary schools of Tabriz City.</span></span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The sample included 30 subjects with specific learning disabilities (15 in the experimental group and 15 in the control group), who were selected by convenience sampling. The Hudson Peer Relationship Scale was used for pre-test and post-test to collect the required data. Self-regulatory strategies training for the experimental group was presented in eight sessions for two months. </span></span></span></span><b><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times="">Results</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">: Covariance analysis revealed that training self-regulatory strategies significantly improves peer interaction in students with specific learning disabilities. </span></span></span></span><b><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times="">Conclusions</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">: </span></span></span></span><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Due</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"> to the effective role of training self-regulatory strategies in improving the interaction of students with learning disabilities with their peers, the development and implementation of this program for other groups of developmental disabilities is recommended as well.</span></span></span></span><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:110%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></b></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:110%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Keywords:</span></span></span></span></b> <i><span lang="EN" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Specific learning disability, Self-regulation, Peer interaction</span></span></span></span></i><i><span style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">.</span></span></span></span></i></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:110%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span> اختلال یادگیری ویژه, آموزش راهبردهای خودتنظیمی, تعامل باهمسالان Specific Learning Disability, Self-Regulation, Peer Interaction 60 75 http://joec.ir/browse.php?a_code=A-10-1128-11&slc_lang=fa&sid=1 Shahrooz Nemati شهروز نعمتی Sh.Nemati@Tabrizu.ac.ir 100319475328460017527 100319475328460017527 Yes University of Tabriz دانشگاه تبریز Maryam Asadolahi مریم اسدالهی m.asad@yahoo.com 100319475328460017528 100319475328460017528 No University of Tabriz دانشگاه تبریز Elaheh Mahmoudi الهه محمودی mahmoodieli@gmail.com 100319475328460017529 100319475328460017529 No University of Tabriz دانشگاه تبریز