fa مقایسه ابعاد تفکر آینده نگر در کودکان دارای اختلال یادگیری و عادی عمومى General گزارش مورد case report <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">هدف:</span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> با توجه به ضرورت شناسایی تفکر آینده&rlm;نگر در کودکان دچار اختلال یادگیری برای ارائه آموزش&shy;های مناسب به آنان، هدف پژوهش حاضر بررسی ابعاد تفکر آینده&rlm;نگر در بین کودکان مبتلا به اختلال یادگیری و کودکان عادی بود</span></span></span><span dir="LTR" style="font-size:10.0pt"><span bnazanin="" style="font-family:"><span style="color:black">.</span></span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> <b>روش:</b> روش پژوهش حاضر، روش علّی- مقایسه&shy;ای بود. جامعه پژوهش شامل</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> تمام دانش&shy;آموزان دختر و پسر دارای اختلال یادگیری در پایه چهارم، پنجم و ششم ابتدایی بودند که در سال تحصیلی 1402-1401 </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">شهرستان بهبهان و 80 کودک به‌عنوان نمونه انتخاب شدند (40 نفر عادی و 40 نفر مبتلا به اختلال یادگیری) برای گردآوری داده&shy;ها از </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مقیاس تفکر آینده&rlm;نگر کودکان</span></span></span><b> </b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">مازاچووسکای و مهی (2020)<b> </b></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">استفاده شد. داده &shy;ها با روش تحلیل واریانس چندمتغیری تجزیه‌و‌تحلیل شد</span></span></span><span dir="LTR" style="font-size:10.0pt"><span bnazanin="" style="font-family:"><span style="color:black">.</span></span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> <b>یافته&rlm; ها:</b> نتایج نشان داد کودکان دارای اختلال یادگیری در میانگین نمره</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:Yagut"><span style="color:black">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">های</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> پس&rlm;انداز و صرفه&rlm;جویی (312/68</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)، حافظه آینده&rlm;نگر (644/60</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)، آینده&rlm; نگری رویدادی (914/111</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)، برنامه &rlm;ریزی (481/112</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">) و به ‌تأخیر ‌انداختن لذت (536/29</span></span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">F=</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">)</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> با گروه عادی تفاوت معناداری دارند.</span></span></span><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"> نتیجه&rlm; گیری: </span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black">بنابراین می&shy;توان نتیجه گرفت که کودکان دارای اختلال یادگیری دچار ضعف در ابعاد تفکر آینده&rlm;نگر هستند که به آموزش و تقویت‌شدن در این زمینه&shy; نیاز دارند</span></span></span><span dir="LTR" style="font-size:10.0pt"><span bnazanin="" style="font-family:"><span style="color:black">.</span></span></span><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="color:black"></span></span></span></b></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 lang="FA" style="font-size:5.0pt"><span style="line-height:110%"><span b="" nazanin="" style="font-family:"><span style="color:black"></span></span></span></span></b></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&rlm;های کلیدی:</span></span></b><b> </b><i><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">ابعاد تفکر آینده‌نگر، شناخت، کودکان دارای اختلال یادگیری</span></span></i><span b="" lang="FA" nazanin="" style="font-family:"><span style="color:black">.</span></span><b> </b></span></span></span></span></span></div> <span style="font-size:11pt"><span style="line-height:110%"><span style="font-family:Calibri,sans-serif"><b><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Objective:</span></span></span></span></b><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"> Considering the necessity of identifying </span></span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">future<b> </b></span></span></span></span><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">thinking in children with learning disabilities in order to provide them with appropriate education, the purpose of this study was to investigate the dimensions of </span></span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">future<b> </b></span></span></span></span><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">thinking among children with and without learning disabilities. <b>Method:</b> The research used a causal-comparative method. The research population included all male and female students with learning disabilities in the fourth, fifth and sixth grades of elementary school in the academic year of 2022-2023 in Behbahan City. Overall, 80 children were selected as samples (40 normal and 40 with learning disabilities). The Children&rsquo;s Future Thinking scale (Mazachowsky & Mahy, 2020) was used to collect required data, which were then analyzed by multivariate analysis of variance </span></span></span></span><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times="">(MANOVA)<span style="color:black">. <b>Results:</b> </span></span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The results showed that children with learning disabilities had a significant difference with their normal counterparts in the average scores of savings (F=68/312), prospective memory (F=60/644), event foresight (F=111/914), planning (F=112.481) and delaying pleasure (F=29.536).</span></span></span></span><b><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"> Conclusion:</span></span></span></span></b><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black"> Based on the research results, it can be concluded that children with learning disabilities are weak in the aspects of </span></span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">future<b> </b></span></span></span></span><span lang="X-NONE" style="font-size:9.0pt"><span style="line-height:110%"><span new="" roman="" style="font-family:" times=""><span style="color:black">thinking; therefore, they need training and strengthening in this field.</span></span></span></span></span></span></span> ابعاد تفکر آینده نگر, شناخت, کودکان دارای اختلال یادگیری future thinking, cognition, children with learning disabilities 117 128 http://joec.ir/browse.php?a_code=A-10-2236-1&slc_lang=fa&sid=1 MOHAMMAD RAHIM JAFARZADEH محمدرحیم جعفرزاده mrjafarzadeh@pnu.ac.ir 100319475328460017539 100319475328460017539 No . عضو هئیت دانشگاه پیام نور رقیه تراهی tarahi78@gmail.com 100319475328460017540 100319475328460017540 No دانشگاه پیام نور moslem shojaei مسلم شجاعی moslem.shojae@yahoo.com 100319475328460017541 100319475328460017541 Yes . دانشگاه فرهنگیان