اثربخشی آموزش ذهن‌آگاهی بر انگیزه پیشرفت و اهمال‌کاری تحصیلی دانش‌آموزان

محورهای موضوعی : روانشناسی تربیتی

محدثه صیادی قصبه ¹ (کارشناس ارشد مشاوره خانواده، گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران)
لیلا مقتدر ² (استادیار گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران)

تاریخ دریافت : 1399/08/10 تاریخ پذیرش : 1399/12/03 تاریخ انتشار : 1400/06/01

کلید واژه: انگیزه پیشرفت, ذهن‌آگاهی, اهمال‌کاری تحصیلی,

چکیده مقاله :

هدف پژوهش حاضر تعیین اثربخشی آموزش ذهن‌آگاهی بر انگیزه‌ پیشرفت و اهمال‌کاری تحصیلی دانش‌آموزان بود. روش پژوهش نیمه آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعه آماری این پژوهش شامل 106 نفر از دانش‌آموزان پسر پایه ششم شهر رشت در سال تحصیلی 99-98 بودند که به صورت نمونه‌گیری در دسترس انتخاب و تعداد 30 نفر از این دانش‌آموزان که پایین‌ترین نمره را در پرسشنامه انگیزه پیشرفت و بالاترین نمره را در پرسشنامه اهمال‌کاری تحصیلی کسب کردند به عنوان نمونه پژوهش انتخاب شدند و به صورت تصادفی در دو گروه گواه (15 نفر) و آزمایش (15 نفر) گمارده شدند. گروه آزمایش در 8 جلسه 90 دقیقه‌ای آموزش ذهن‌آگاهی را دریافت نمودند اما گروه گواه هیچ مداخله‌ای دریافت نکردند. جهت جمع‌آوری داده‌ها از پرسشنامه انگیزه پیشرفت هرمنس و پرسشنامه اهمال‌کاری تحصیلی سولومون و راث بلوم استفاده شد. داده‌های جمع‌آوری شده با استفاده از تحلیل کوواریانس چند متغیره تجزیه و تحلیل شدند. نتایج نشان داد بعد از آموزش ذهن‌آگاهی میانگین گروه آزمایش در متغیر‌های انگیزه پیشرفت و مولفه‌های اهمال‌کاری تحصیلی (آماده شدن برای امتحان و آماده شدن برای تکالیف) تفاوت معناداری وجود دارد (01/0P<). بنابراین می توان گفت که استفاده از آموزش ذهن‌آگاهی بر بهبود انگیزه پیشرفت و کاهش اهمال‌کاری تحصیلی دانش‌آموزان مؤثر است.

چکیده انگلیسی:

The aim of this study was to investigate the effectiveness of mindfulness training on students' achievement motivation and academic procrastination. The research method was quasi-experimental with pre-test and post-test design with control group. The statistical population of this study included 106 sixth grade male students in Rasht City in the academic year 2019- 2020 Who were selected by available sampling and 30 of these students who received the lowest score in Achievement Motivation Questionnaire and the highest score in Academic Procrastination Questionnaire They were selected as a research sample and randomly assigned to two groups of control (n = 15) and experimental (n = 15). The experimental group received mindfulness training in 8 sessions of 90 minutes but the control group did not receive any intervention. For data collection, Hermans Progress Motivation Questionnaire and Solomon and Roth Bloom Academic Procrastination Questionnaire were used. The collected data were analyzed using multivariate analysis of covariance. The results showed that after mindfulness training, the average of the experimental group in the variables of achievement motivation and components of academic procrastination (preparing for the exam and preparing for homework) there is a significant difference (P< 0/01). In conclusin, it can be said that the use of mindfulness training is effective in improving the motivation for progress and reducing students' academic procrastination.

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Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical Foundations and Evidence for its Salutary Effects. Psychological Inquiry, 18(4): 211 – 237.

Cross, D. R., & Paris, S. G. (2010). Developmental and instructional analyses of children’s Meta cognition and reading comprehention. Journal of Educational Research, 18(3): 232 –242.

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Dionne, F., Gagnon, J., Carbonneau, N., Hallis, L., Gregoire, S., & Balbinotti, M. (2016). Using Acceptance and Mindfulness to Reduce Procrastination Among University Students: Results from a Pilot Study. Revista Praksis, 1(13): 8-20.

Dust, S. V., Liu, H., Wang, S., & Reina, C. S. (2021). The Effect of Mindfulness and Job Demands on Motivation and Performance Trajectories Across the Workweek: An Entrainment Theory Perspective. Journal of Applied Psychology. Advance online publication. DOI: 10.1037/apl0000887

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