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Volume 13, Issue 2 (Summer 2011)
Advances in Cognitive Sciences 2011, 13(2): 35-46 |
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Hakim Javadi M, Gholamali Lavasani M, Haghighatgoo M. Metacognition, Anxiety and Depression among Mothers of Deaf and Normal Preschool and Elementary Students. Advances in Cognitive Sciences 2011; 13 (2) :35-46
URL: http://icssjournal.ir/article-1-346-en.html
URL: http://icssjournal.ir/article-1-346-en.html
1- Lecturer, Psychology Department, Guilan University, Guilan, Iran.
2- Associate Professor, Psychology Department, Tehran University, Tehran, Iran.
3- M.A in psychology, Mohaghegh Ardabili University, Ardabil, Iran.
2- Associate Professor, Psychology Department, Tehran University, Tehran, Iran.
3- M.A in psychology, Mohaghegh Ardabili University, Ardabil, Iran.
Abstract: (2585 Views)
Objective: The purpose of this study was to compare metacognition, anxiety and depression in mothers of deaf and normal preschool and elementary students.
Method: Statistic design of this study was descriptive-correlation. Our statistical community involved 100 deaf students in Rasht, Guilan, special schools and 44000 students from normal schools of the city. Fifty of the deaf children’s mothers and 50 of the normal ones were selected in a random method. Then, MCQ-301 and Spielberger self report anxiety inventory (TAI)2 scale and BECK inventory were administered.
Results: Our statistical community involved 100 deaf students in Rasht, Guilan, special schools and 44000 students from normal schools of the city. Fifty of the deaf children’s mothers and 50 of the normal ones were selected in a random method. Then, MCQ-303 and Spielberger self report anxiety inventory (TAI)4 scale and BECK inventory were administered. Data analysis showed that there were significant differences between the two groups of mothers in terms of anxiety and depression with control of age. Depression among mothers of deaf children was much higher than among mothers of normal ones. In metacognition, means of the two groups were analogous. Anxiety variable had meaningful relationship with depression and metacognitio (p<0.01).
Conclusion: Results showed that metacognition had positive and meaningful relationship with depression in the two groups in general, but was not exclusively meaningful with anxiety in the case of mothers of deaf children.
Method: Statistic design of this study was descriptive-correlation. Our statistical community involved 100 deaf students in Rasht, Guilan, special schools and 44000 students from normal schools of the city. Fifty of the deaf children’s mothers and 50 of the normal ones were selected in a random method. Then, MCQ-301 and Spielberger self report anxiety inventory (TAI)2 scale and BECK inventory were administered.
Results: Our statistical community involved 100 deaf students in Rasht, Guilan, special schools and 44000 students from normal schools of the city. Fifty of the deaf children’s mothers and 50 of the normal ones were selected in a random method. Then, MCQ-303 and Spielberger self report anxiety inventory (TAI)4 scale and BECK inventory were administered. Data analysis showed that there were significant differences between the two groups of mothers in terms of anxiety and depression with control of age. Depression among mothers of deaf children was much higher than among mothers of normal ones. In metacognition, means of the two groups were analogous. Anxiety variable had meaningful relationship with depression and metacognitio (p<0.01).
Conclusion: Results showed that metacognition had positive and meaningful relationship with depression in the two groups in general, but was not exclusively meaningful with anxiety in the case of mothers of deaf children.
Type of Study: Research |
Subject:
Special
Received: 2011/02/20 | Accepted: 2011/04/21 | Published: 2011/06/22
Received: 2011/02/20 | Accepted: 2011/04/21 | Published: 2011/06/22
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