fa اثربخشی آموزش مبتنی بر پذیرش و تعهد بر تنظیم هیجان، مهارتهای اجتماعی و بهزیستی روانشناختی دانشجویان دختر دارای نشانه‌های اضطراب اجتماعی روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">زمینه و هدف: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">&nbsp;اضطراب اجتماعی از جمله مهمترین اختلالات فراروی جوانان در محیط دانشگاهی می‌باشد. هدف از انجام&nbsp; پژوهش حاضر، بررسی </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">اثربخشی آموزش مبتنی بر پذیرش و تعهد بر تنظیم هیجان، مهارتهای اجتماعی و بهزیستی روانشناختی دانشجویان دختر دارای نشانه های اضطراب اجتماعی بود. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">روش بررسی:</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> روش این تحقیق، نیمه آزمایشی، با پیش-آزمون، پس-آزمون و گروه گواه بود. جامعه آماری حاضر را کلیه دانشجویان دختر دانشگاه فرهنگیان تبریز تشکیل ‌داد که از این میان افراد دارای اضطراب اجتماعی به وسیله پرسشنامه غربالگری شده و 40 نفر داوطلب واجد شرایط از میان آنها به روش نمونه‌گیری هدفمند به عنوان نمونه وارد مطالعه شده و در دو گروه آزمایشی و گواه جای گرفتند. ابزارهای اندازه‌گیری عبارت بودند از: </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">مقیا</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">س </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">تنظیم</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">هیجان</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> (</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">گراس</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">و</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">جان، 2003</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">)</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">، مقیاس بهزیستی روانشناختی (</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">ریف، 1980</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">)، </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">پرسشنامه</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">مهارتهای</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">اجتماعی (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">ریجیو</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">و</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">کاناری، 2003</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">)، مقیاس اضطراب اجتماعی (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">کانور</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">و</span></span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">همکارانش، 2000</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">). در پژوهش حاضر، روش تجزیه و تحلیل داده</span></span><span dir="LTR" style="font-size:12.0pt">‌</span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ها در این تحقیق تحلیل کوواریانس <span style="color:#0070c0">تک&shy;متغیره</span> به کمک نرم افزار </span></span><span dir="LTR" style="font-size:12.0pt">SPSS</span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> بود.</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black"> سطح معناداری آزمونها برابر با 01/0 در نظر گرفته شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">یافته‌ها:</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> <span style="color:#5b9bd5">نتایج تحلیل کوواریانس نشان داد که پس از تعدیل اثر نمرات پیش ازمون تفاوت </span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">معناداری در میانگین متغیرهای&nbsp; بهزیستی روانی (001/0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#5b9bd5">p<</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">، 32/0= </span></span></span>^{<span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">2</span></span></span>}<span dir="LTR" style="font-size:12.0pt"><span style="font-family:Symbol"><span style="color:#5b9bd5">h</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">)، مولفه‌های تنظیم هیجان (001/0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#5b9bd5">p<</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">،&nbsp; 403/0= </span></span></span>^{<span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">2</span></span></span>}<span dir="LTR" style="font-size:12.0pt"><span style="font-family:Symbol"><span style="color:#5b9bd5">h</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5"> برای مولفه ارزیابی مجدد و در مورد مؤلفه فرونشانی، 143/0= </span></span></span>^{<span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">2</span></span></span>}<span dir="LTR" style="font-size:12.0pt"><span style="font-family:Symbol"><span style="color:#5b9bd5">h</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">) و مهارت های اجتماعی (001/0</span></span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#5b9bd5">p<</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">، 337/0= </span></span></span>^{<span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">2</span></span></span>}<span dir="LTR" style="font-size:12.0pt"><span style="font-family:Symbol"><span style="color:#5b9bd5">h</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:#5b9bd5">) بین گروه آزمایشی درمان پذیرش و تعهد با گروه گواه&nbsp; در مرحله پس آزمون وجود داشت.</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Zar""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">نتیجه‌گیری:</span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> باتوجه به یافته‌ها، نتیجه گیری شد روش مداخله مبتنی</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">بر</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">پذیرش</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">و</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">تعهد موجب افزایش معنی‌دار بهزیستی روانی، تنظیم هیجان و مهارت های اجتماعی در بین دانشجویان دچار اضطراب اجتماعی شد؛ لذا این روش می‌تواند برای این گروه از دانشجویان مورد استفاده قرار گیرد.</span></span><span dir="LTR" style="font-size:12.0pt"></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Background and objective: Social anxiety is of the most important disorders faced by the University students in the academic environment. The purpose of this study was to </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">examine the effectiveness of acceptance and commitment based training on emotion regulation, social skills and psychological well-being in female students with social anxiety symptoms in East Azerbayjan Farhangian University.</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods: The methodology was semi-experimental, with pre-test, post-test and control group. The statistical population of this study included all female students with social anxiety symptoms in East Azerbayjan Farhangian University among them 40 people were selected as the sample through purposeful method of sampling. The instruments included the questionnaires of emotion regulation (Gross & John, 2003), social skills questionnaire (</span></span><span new="" roman="" style="font-family:" times="">Riggio and Canary 2003)</span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">, psychological well-being questionnaire (Ryff, 1980), social anxiety scale (Connor et al, 2000). Data was analyzed using ANCOVA method.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results: The results showed that there is significant difference in mean of the variables of psychological well-being, and components of social skills and emotion regulation between ACT experimental group and the control group in post &ndash; test stage. <span style="background:gray">Level of significance of the tests is .01.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><span style="font-size:12.0pt"><span style="background:yellow"><span new="" roman="" style="font-family:" times="">Conclusion: </span></span></span><span style="font-size:12.0pt"><span style="background:yellow"><span new="" roman="" style="font-family:" times="">Considering the findings, it was concluded that acceptance and commitment based training lead to significantly increased emotion regulation, social skills, psychological well-being</span></span></span><span style="font-size:12.0pt"><span style="background:yellow"><span new="" roman="" style="font-family:" times=""> Therefore, this method of intervention could be applied on female </span></span></span><span style="font-size:12.0pt"><span style="background:yellow"><span new="" roman="" style="font-family:" times="">University </span></span></span><span style="font-size:12.0pt"><span style="background:yellow"><span new="" roman="" style="font-family:" times="">students with social anxiety symptoms.</span></span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br> &nbsp; درمان مبتنی بر پذیرش و تعهد, تنظیم هیجان, بهزیستی روانشناختی, مهارتهای اجتماعی acceptance and commitment based training, emotion regulation, social skills, psychological well-being 0 0 http://jdisabilstud.org/browse.php?a_code=A-11-3822-1&slc_lang=fa&sid=1 ZAHRA SADEGHZADE زهرا صادقزاده sadeghzadeeezahraa@gmail.com 100319475328460067875 100319475328460067875 No ISLAMIC AZAD UNIVERSITY دانشگاه آزادتبریز AMIR PANAHALI امیر پناه علی panahali@iaut.ac.ir 100319475328460067876 100319475328460067876 Yes ISLAMIC AZAD UNIVERSITY دانشگاه آزادتبریز AKBAR REZAYI اکبر رضایی akrezaei528@pnu.ac.ir 100319475328460067877 100319475328460067877 No PAYAMENOOR UNIVERSITY دانشگاه پیام نور SAYED DAVOOD HOSSEININASAB سیدداود حسینی نسب d.hosseininasab@iaut.ac.ir 100319475328460067878 100319475328460067878 No ISLAMIC AZAD UNIVERSITY دانشگاه آزادتبریز