اثربخشی مداخله شناختی رفتاری در کاهش علایم اضطراب امتحان وبهبود کیفیت زندگی دانش آموزان
محورهای موضوعی : آموزش و پرورشمجید پورحمیدی 1 , سیروس سروقد 2 , آذرمیدخت رضایی 3 , حسین بقولی 4
1 - دانشجوی دکتری روانشناسی ، گروه روانشناسی ،واحد مرودشت ،دانشگاه آزاد اسلامی ،مرودشت ، ایران
2 - استادیار گروه روانشناسی ، واحد مرودشت ،دانشگاه آزاد اسلامی ،مرودشت، ایران
3 - استادیار گروه روانشناسی ، واحد مرودشت ،دانشگاه آزاد اسلامی ،مرودشت، ایران
4 - استادیار گروه روانشناسی ، واحد مرودشت ،دانشگاه آزاد اسلامی ،مرودشت، ایران
کلید واژه: مداخله شناختی رفتاری, اضطراب امتحان و کیفیت زندگی,
چکیده مقاله :
مقدمه و هدف: اضطراب امتحان گونه ای ازاضطراب بوده که درموقعیت ارزشیابی یا حل مساله بروزکرده، باعث افت توانایی،کاهش عملکرد مطلوب واخلال در کیفیت زندگی فردگردیده است.هدف از این پژوهش بررسی اثربخشی مداخله شناختی رفتاری بر کاهش علایم اضطراب امتحان و بهبود کیفیت زندگی دانش آموزان بود. روش شناسی پژوهش: یک مطالعۀ تجربی وکاربردی ؛از نوع پیش آزمون ، پس آزمون و دورۀ پیگیری سه ماهۀ توأم با گروه کنترل بکار رفته که از بین دانش آموزان پسردورۀ اول متوسطه بخش چنارشاهیجان از توابع استان فارس،50 نفر دارای اختلال اضطراب امتحان به صورت تصادفی، در دو گروه آزمایشی وکنترل قرار گرفته است.ابزار جمع آوری داده ها ؛یکی پرسشنامه اضطراب امتحان فریدمن وجاکوب و دیگری پرسشنامه فرم کوتاه کیفیت زندگی سازمان بهداشت جهانی ، دارای روایی وپایایی لازم جهت انجام پژوهش بود.پروتکول درمانی، استفاده از تکنیک های درمان شناختی رفتاری ویلدرموت در مدت 9 جلسۀ یک و نیم ساعتۀ هفتگی بود. داده ها با استفاده از روش آماری تحلیل واریانس اندازه گیری مکرر و آزمون تعقیبی بونفرنی از طریق نرم افزار کامپیوتری spss22، تجزیه و تحلیل گشته است. یافته ها: این مداخلۀ روانشناختی در پس آزمون و پیگیری منجر به کاهش علایم اضطراب امتحان دانش آموزان درسه بعد؛ تحقیر اجتماعی ،خطای شناختی وتنیدگی گشته و کیفیت زندگی آن ها را نیز در سطح(p</0001)به طور معناداری بهبود بخشیده است. بحث و نتیجه گیری: نتایج بیانگر آن است که مداخله شناختی رفتاری در پس آزمون و دوره پیگیری منجر به کاهش علایم اضطراب امتحان و بهبود کیفیت زندگی دانش آموزان گشته که دلالت بر اثربخشی این روش در گروه های مداخله ای بوده،درنتیجه این روش می تواند در آینده بخشی از درمان اضطراب بوده ودر ارتقاء کیفیت زندگی افراد نیز موثر باشد.
Introduction: Test anxiety is a type of situational anxiety (certain phobia) that has a certain state of general anxiety including phenomenological, physiological, and behavioral responses to fear of failure and negatively affects one's quality of life. The purpose of this study was to investigate the effectiveness of cognitive behavioral therapy on reducing anxiety symptoms and improving the quality of life of students with test anxiety. research methodology: The present study was an experimental study (with pre-test, post-test, and a 3-month post hoc study) in which repeated measures analysis of variance with control group were used. From among the first period high school male students of CHENAR SHAHIJAN in Fars province, 50 individuals with test anxiety disorder were selected and assigned into experimental and control groups. Data were collected using Friedman & Jacob Test Anxiety Inventory (1997) and the World Health Organization Quality of Life Instrument- Short Form (WHOQOL-BREF). The treatment protocol comprised using Wilder Mouth Cognitive Behavioral Therapy techniques in 9 sessions of one and a half hour weekly. Data were analyzed using repeated measures ANOVA and Bonferroni's post hoc test using SPSS 22. Findings: Cognitive behavioral therapy causes significant changes (p <0.0001) in the posttest test and post hoc of both variables. It decreases the students' test anxiety symptoms and improving their quality of life. Conclusion: It seemed that the psychological intervention in the post-test and post hoc reduced students' test anxiety scores in three dimensions of social humiliation, cognitive error and stress, and improved their quality of life. thus this method can be part of the treatment of anxiety in the future and can be effective in improving the quality of life of individuals with test anxiety.
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