تأثیر فعالیت‌های هنری بر بهبود تعاملات اجتماعی دانش‌آموزان با اختلال طیف اتیسم: تحلیل نقش میانجی همدلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش ‏علوم تربیتی، ‏دانشگاه ‏فرهنگیان، ‏صندوق پستی ‏‏889-14665 ‏تهران، ‏ایران ‏

2 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران.‏

3 ‏ استاد یار دانشگاه آزاد اسلامی واحد علوم و تحقیقات‎ ‎دکتری روان شناسی و آموزش کودکان استثنایی

10.48310/rsse.2026.22473.1356

چکیده

زمینه و هدف: مقاله حاضر باهدف بررسی تأثیر فعالیت‌های هنری بر بهبود تعاملات اجتماعی دانش‌آموزان با اختلال طیف اوتیسم، با تحلیل نقش میانجی همدلی انجام شده است. روش: روش پژوهش حاضر توصیفی از نوع مدل‌­یابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانش‌آموزان با اختلال طیف اوتیسم شهر تهران در سال 1404 بودند که در دوره‌­های آموزش نقاشی حداقل به مدت یک سال شرکت کرده بودند که با روش نمونه‌­گیری هدفمند 90 نفر به عنوان نمونه انتخاب شدند. برای گردآوری داده‌­ها از پرسشنامه‌های نیمرخ مهارت‌های اجتماعی کودکان با اختلال طیف اوتیسم بلینی و هاپف (۲۰۰۷)، همدلی کودک و نوجوان خسروی لاریجانی و همکاران (1399 (، و تربیت هنری انتظامی، نراقی و نادری (1396) که دارای روایی و پایایی قابل قبولی بودند، استفاده شد. داده­‌ها با استفاده از روش­‌های آمار توصیفی و استنباطی شامل ضریب همبستگی، تحلیل مسیر، مدل معادلات ساختاری مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها: نتایج نشان داد که فعالیت‌های هنری بر بهبود تعاملات اجتماعی کودکان با اختلال طیف اتیسم تأثیر معناداری داشت (05/0≥p). فعالیت‌های هنری بر افزایش همدلی در کودکان با اختلال طیف اوتیسم تأثیر معناداری داشت (05/0≥p). همدلی بر تعاملات اجتماعی کودکان با اختلال طیف اتیسم تأثیر معناداری داشت (05/0≥p). همچنین نتایج مدل معادلات ساختاری نشان داد که متغیر همدلی نقش میانجی­‌گرانه را در تاثیر فعالیت‌های هنری بر بهبود تعاملات اجتماعی دانش‌آموزان با اختلال طیف اوتیسم داشت (05/0≥p). نتیجه‌گیری: در مجموع، می‌­توان نتیجه گرفت که بهبود و ارتقاء فعالیت­‌های هنری و همدلی می­‌تواند به شکل مستقیم منجر به بهبود تعاملات اجتماعی دانش‌آموزان با اختلال طیف اوتیسم گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect Of Artistic Activities On Improving Social Interactions Of Students With Autism Spectrum Disorder: Analysis Of The Mediating Role Of Empathy

نویسندگان [English]

  • مریم اصفهانی 1
  • fatemeh matlobi 2
  • esmaeel barghi 3
1 Department of Educational ‎Sciences, Farhangian University, ‎P.O. Box 889-14665, Tehran, Iran. ‎
2 Graduated with a Master's degree in Educational Sciences from Tehran University of Science and ‎Research, Iran ‎
3 Assistant Professor, Islamic Azad University, Science and Research Branch, Doctorate in ‎Psychology and Education of Exceptional Children‏.‏‎ Tehran, Iran
چکیده [English]

Background and Objectives: The aim of this article is to investigate the effect of artistic activities on improving social interactions of students with autism spectrum disorder, by analyzing the mediating role of empathy. Methods: The present research method was a descriptive structural equation modeling type. The statistical population included all students with autism spectrum disorder in Tehran in 1404 who had participated in painting courses for at least one year. 90 people were selected as a sample using purposive sampling. To collect data, the questionnaires of Social Skills Profile for Children with Autism Spectrum Disorder (Bellini and Hopf, 2007), Child and Adolescent Empathy (Khosravi Larijani et al., 2019), and Artistic Education (Entezami, Naraghi, and Naderi, 2017), which had acceptable validity and reliability, were used. The data were analyzed using descriptive and inferential statistical methods, including correlation coefficient, path analysis, and structural equation modeling. Findings: The results showed that artistic activities had a significant effect on improving social interactions in children with autism spectrum disorder (p≥0.05). Artistic activities had a significant effect on increasing empathy in children with autism spectrum disorder (p≥0.05). Empathy had a significant effect on social interactions in children with autism spectrum disorder (p≥0.05) Also, the results of the structural equation model showed that the empathy variable had a mediating role in the effect of artistic activities on improving social interactions of students with autism spectrum disorder (p≥0.05). Conclusion: Overall, it can be concluded that improving and promoting artistic and empathy activities can directly lead to improved social interactions of students with autism spectrum disorder.

کلیدواژه‌ها [English]

  • Artistic Activities
  • Improving
  • Social Interactions
  • Autism
  • Empathy

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پژوهش در آموزش مطالعات اجتماعی
دوره 8، شماره 1
فروردین 1405
صفحه 113-143

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