جلد 13 - شماره سال ۱۴۰۲
جلد (13): 133 |
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Bolandbala S, Aghaei H, Sadidi H. Determining the Effectiveness of Emotional Self-regulation Training on Academic Vitality and Tolerance of Turmoil in Male Students with Exam Anxiety. MEJDS 2023; 13 :133-133
URL: http://jdisabilstud.org/article-1-2841-fa.html
URL: http://jdisabilstud.org/article-1-2841-fa.html
بلندبالا سمیه، آقایی حکیمه، سدیدی هادی. تعیین اثربخشی آموزش خودتنظیمی هیجانی بر سرزندگی تحصیلی و تحمل آشفتگی در دانش‌آموزان پسر دچار اضطراب امتحان. مجله مطالعات ناتوانی. 1402; 13 () :133-133
سمیه بلندبالا*1 
، حکیمه آقایی2 ، هادی سدیدی3
، حکیمه آقایی2 ، هادی سدیدی3
1- کارشناس ارشد روانشناسی دانشگاه آزاد اسلامی، واحد شاهرود، شاهرود، ایران
2- استادیار گروه روانشناسی دانشگاه آزاد اسلامی، واحد شاهرود، شاهرود، ایران
3- کارشناس ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی واحد شاهرود، شاهرود، ایران
2- استادیار گروه روانشناسی دانشگاه آزاد اسلامی، واحد شاهرود، شاهرود، ایران
3- کارشناس ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی واحد شاهرود، شاهرود، ایران
چکیده: (998 مشاهده)
چکیده
زمینه و هدف: باتوجه به تأثیرات منفی ناشی‌از اضطراب امتحان در ابعاد متفاوت زندگی فردی، اجتماعی، شغلی و تحصیلی افراد مختلف، هدف این پژوهش، تعیین اثربخشی آموزش خودتنظیمی هیجانی بر سرزندگی تحصیلی و تحمل آشفتگی در دانش‌آموزان پسر دچار اضطراب امتحان بود.
روش‌بررسی: روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون به‌همراه گروه گواه بود. جامعهٔ آماری را تمامی دانش‌آموزان پسر دچار اضطراب امتحان مقطع اول متوسطه در آموزشگاه شبانه‌روزی شهید مجید مشکانی شهرستان خوشاب در سال ۱۴۰۰ تشکیل دادند. از بین آن‌ها سی نفر از افراد واجد شرایط و داوطلب با نمونه‌گیری دردسترس وارد مطالعه شدند و به‌صورت تصادفی در گروه‌‌های آزمایش و گواه (هر گروه پانزده نفر) قرار گرفتند. ابزارهای پژوهش برای جمع‌آوری داده‌ها سیاههٔ اضطراب امتحان اسپیلبرگر (اسپیلبرگر و همکاران، ۱۹۸۰) و پرسش‌نامهٔ سرزندگی تحصیلی (دهقانی‌زاده و حسین‌‌چاری، ۱۳۹۱) و مقیاس تحمل آشفتگی (سیمونز و گاهر، ۲۰۰۵) بود. گروه آزمایش مهارت‌های خودتنظیمی هیجانی با استفاده از مدل گراس را در هشت جلسهٔ نوددقیقه‌ای دریافت کرد. برای تحلیل داده‌ها، تحلیل کوواریانس چندمتغیری و تک‌متغیری به‌کار رفت. تمامی آزمون‌ها در سطح معناداری (۰٫۰۵=α) در نسخهٔ ۲۱ نرم‌افزار SPSS تحلیل شدند.
یافته‌ها: نتایج نشان داد، بعد از حذف اثر پیش‌آزمون، در پس‌آزمون تفاوت معناداری در متغیر تحمل آشفتگی و خرده‌مقیاس‌های جذب، ارزیابی، تنظیم و متغیر سرزندگی تحصیلی وجود داشت (۰٫۰۰۱>p). با درنظرگرفتن مجذور اتا، ۰٫۴۴۷ از تغییرات تحمل آشفتگی، ۰٫۳۰۳ از تغییرات جذب، ۰٫۲۷۰ از تغییرات ارزیابی، ۰٫۳۳۰ از تغییرات تنظیم و ۰٫۳۵۶ از تغییرات سرزندگی تحصیلی، ناشی‌از تأثیر آموزش خودتنظیمی هیجانی بود.
نتیجه‌گیری: باتوجه به یافته‌های پژوهش نتیجه‌گیری می‌شود، آموزش خودتنظیمی هیجانی برای بهبود سرزندگی تحصیلی و تحمل آشفتگی دانش‌آموزان پسر دچار اضطراب امتحان مفید است و می‌توان از این مداخله برای افزایش تحمل آشفتگی و سرزندگی تحصیلی استفاده کرد.
نوع مطالعه: مقاله پژوهشی اصیل |
موضوع مقاله:
روانشناسی
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