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محمدی, لیلا, حجازی دینان, پریسا, شمسی پور دهکردی, پروانه. (1399). اثربخشی میزان فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان: تابعی از نظریة سیستم‌های پویا. , 12(39), 69-88. doi: 10.22089/mbj.2018.5141.1598
لیلا محمدی; پریسا حجازی دینان; پروانه شمسی پور دهکردی. "اثربخشی میزان فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان: تابعی از نظریة سیستم‌های پویا". , 12, 39, 1399, 69-88. doi: 10.22089/mbj.2018.5141.1598
محمدی, لیلا, حجازی دینان, پریسا, شمسی پور دهکردی, پروانه. (1399). 'اثربخشی میزان فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان: تابعی از نظریة سیستم‌های پویا', , 12(39), pp. 69-88. doi: 10.22089/mbj.2018.5141.1598
محمدی, لیلا, حجازی دینان, پریسا, شمسی پور دهکردی, پروانه. اثربخشی میزان فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان: تابعی از نظریة سیستم‌های پویا. , 1399; 12(39): 69-88. doi: 10.22089/mbj.2018.5141.1598

اثربخشی میزان فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان: تابعی از نظریة سیستم‌های پویا

رفتار حرکتی
مقاله 4، دوره 12، شماره 39، فروردین 1399، صفحه 69-88    اصل مقاله (1.25 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22089/mbj.2018.5141.1598
نویسندگان
لیلا محمدی1؛ پریسا حجازی دینان2؛ پروانه شمسی پور دهکردی* 2
1کارشناسی‌ارشد رفتارحرکتی، دانشگاه الزهرا، تهران
2استادیار رفتار حرکتی، دانشگاه الزهرا، تهران
چکیده
هدف از انجام این پژوهش، بررسی میزان اثربخشی فراهم‌سازی محیط بر بهرة هوشی، تبحر حرکتی و مهارت اجتماعی کودکان براساس نظریه سیستم های پویا بود. نمونة آماری این پژوهش همة کودکان دختر و پسر چهار تا پنج‌سالة شهر تهران بودند. 111 کودک به‌صورت نمونه‌گیری دردسترس و براساس معیارهای ورود به مطالعه انتخاب شدند. گردآوری داده‌ها با استفاده از پرسش‌نامة مشخصاتفردی، پرسش‌نامه فراهم‌سازی در خانه برای رشد حرکتی(AHEMD)، پرسش‌نامة مهارت اجتماعی ماتسون، آزمون هوش ریون، فرم کوتاه آزمون تبحر حرکتی بروینینکس-اوزرتسکی انجام شد. برای بررسی اثرگذاری فراهم‌سازی بر هریک از متغیرهای تبحر حرکتی، بهرة هوشی و مهارت اجتماعی از رگرسیون خطی تک‌متغیره استفاده شد. نتایج نشان داد که 19 درصد از واریانس تبحر حرکتی ،12 درصد از مهارت های اجتماعی و 39 درصد از واریانس بهرة هوشی کودکان به‌وسیلة فراهم‌سازی تبیین می‌شود (P = 0.001).این نتایج نشان می‌دهد که با داشتن محیطی با نمرة فراهم‌سازی زیاد، میزان تبحر حرکتی، بهرة هوشی و مهارت اجتماعی کودکان افزایش می‌یابد.
کلیدواژه‌ها
فراهم‌سازی محیط؛ بهرة هوشی؛ تبحر حرکتی؛ مهارت اجتماعی
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