جستجوی مقالات مرتبط با کلیدواژه "اختلال یادگیری" در نشریات گروه "مدیریت"

This research was conducted with the aim of investigating the level of anxiety in elementary school students with learning disabilities and identifying factors related to it. In this cross-sectional-analytical study, 250 students (150 with learning disabilities and 100 without disabilities) from primary schools in Tehran were selected by multi-stage cluster sampling method. Data were collected using the Spence Children's Anxiety Scale (SCAS) and the Colorado Learning Disability Symptom Checklist (CLDQ). Data analysis was done using independent t-test, one-way analysis of variance, Pearson correlation coefficient and multiple regression. The results showed that students with learning disabilities have a higher level of anxiety than peers without disabilities (p < 0.001). Students with math disorder (dyscalculia) showed a higher level of anxiety than other types of learning disorders (p < 0.05). A positive and significant correlation was observed between age and anxiety level (r = 0.24, p < 0.01). Regression analysis showed that age, gender (being a girl), type of disorder (math) and severity of learning disorder are significant predictors of anxiety level (R² = 0.24, p < 0.001). This study highlights the importance of paying attention to mental health, especially anxiety, in students with learning disabilities. The findings emphasize the necessity of designing and implementing psychological interventions according to the type of disorder, age and gender of the students. Also, the need for a comprehensive approach in the management of learning disorders that also considers emotional aspects is identified.

Children often need to adjust their thoughts and behaviors to the changing circumstances of their daily lives. To accomplish this, they need cognitive flexibility. Cognitive flexibility is one of the executive functions. The present study aimed to investigate the cognitive flexibility of students with learning disabilities in primary schools. The study focused on a population of 80 students with learning disabilities in the elementary schools of Pars Abad city. The research sample comprised 40 students who were randomly selected. The Cognitive Flexibility Scale tool was developed based on previous studies and reformed in line with the goals of the current study and its new environment. A two-way analysis of variance test was used to analyze the research questions. Research findings indicate that attributing the stressful social and academic conditions of students with learning disabilities can enhance their ability to adapt to the challenges that impact their academic and social future, thereby increasing their level of cognitive flexibility. The results also indicate statistically significant differences in cognitive flexibility levels due to gender.