نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری رشته روانشناسی، دانشگاه رازی، کرمانشاه، ایران
2 عضو هیئت علمی گروه روانشناسی، دانشگاه رازی
3 استادیار گروه روانشناسی، دانشگاه رازی، کرمانشاه ایران
چکیده
این پژوهش با هدف بررسی نقش واسطه‌ای سرعت پردازش اطلاعات در روابط ساختاری تنظیم شناختی هیجان با سازگاری در دانش‌آموزان با اختلال یادگیری خاص انجام شد. پژوهش حاضر، از نوع مطالعات همبستگی و مدل‌یابی معادلات ساختاری است. جامعه‌ی پژوهش شامل کلیه دانش‌آموزان دارای اختلال یادگیری خاص شهر کرمانشاه در سال تحصیلی 1401-1402 بود که به مراکز اختلال یادگیری مراجعه کردند. از میان آنها 230 نفر که ملاک‌های ورود به پژوهش را داشتند به شیوه‌ی نمونه‌گیری در دسترس انتخاب شدند. ابزار پژوهش برای گردآوری داده‌ها شامل پرسشنامه تنظیم شناختی هیجان گرانفسکی (2006) و پرسشنامه سازگاری دانش‌آموزان سینها و آزمون استروپ بود. تحلیل داده‌ها با روش مدل‌یابی معادلات ساختاری و با استفاده از نرم‌افزارهای SPSS , AMOS انجام شد. یافته‌ها نشان داد تنظیم شناختی هیجان بر سازگاری تاثیر مثبت مستقیم و معناداری دارد (05/0>P). تنظیم شناختی هیجان به واسطه سرعت پردازش اطلاعات بر سازگاری دانش آموزان دارای اختلال یادگیری تاثیر مثبت غیر مستقیم و معنادار دارد (05/0>P). نتایج حاصل از تحلیل داده‌ها نشان داد راهبردهای تنظیم شناختی هیجان از طریق تاثیری که بر سرعت پردازش اطلاعات می‌گذارند بر سازگاری دانش‌آموزان اختلال یادگیری تاثیر دارد. در واقع انتخاب راهبردهای تنظیم شناختی هیجان متناسب با موقعیت، از طریق تاثیری که بر سرعت پردازش اطلاعات می‌گذارد نقش بسزایی در افزایش سازگاری این دانش‌آموزان ایفا می‌کند.
کلیدواژه‌ها
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