مقایسۀ اثربخشی درمان فراشناختی و آموزش جرأت‌مندی بر اجتناب و فشار اجتماعی دانش‌آموزان متوسطۀ اول دارای اضطراب یادگیری زبان خارجی
محورهای موضوعی : روانشناسیخوشدوی ابراهیم زاده 1 , اسماعیل سلیمانی 2 , کریم صادقی 3
1 - دانشجوی دکتری روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارو‌میه، ارو‌میه، ایران.
2 - دانشیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارو‌میه، ارو‌میه، ایران.
3 - استاد گروه زبان‌های خارجی، دانشکده ادبیات و علوم انسانی، دانشگاه ارو‌میه، ارو‌میه، ایران.
کلید واژه: آموزش جرأت‌مندی, اجتناب و فشار اجتماعی, دانش‌آموزان متوسطۀ اول, درمان فراشناختی, اضطراب یادگیری زبان خارجی,
چکیده مقاله :
این پژوهش با هدف مقایسۀ اثربخشی درمان فراشناختی و آموزش جرأت‌مندی بر اجتناب و فشار اجتماعی دانش آموزان متوسطۀ اول دارای اضطراب یادگیری زبان خارجی انجام پذیرفت. طرح پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعۀ آماری پژوهش، کلیۀ دانش‌آموزان مدارس متوسطۀ اول دولتی شهر ارو‌میه در سال 99-1398 بود. برای گزینش نمونه از روش نمونه گیری خوشه ای چند مرحله ای استفاده شد و داده ها با پرسشنامۀ اضطراب کلاس زبان (Horwitz, Horwitz & Cope, 1986) و مقیاس اجتناب و فشار اجتماعی (Watson & Friend, 1969) جمع‌آوری شدند. 60 نفر از دانش‌آموزان به طور تصادفی انتخاب و در گروه های آزمایشی (فراشناخت و جرأت‌مندی) و گروه کنترل گمارده شدند (20 نفر برای هر گروه). داده‌ها با استفاده از آزمون تحلیل کوواریانس چندمتغیری تجزیه و تحلیل شد. نتایج نشان داد که فراشناخت و جرأت‌مندی باعث کاهش اجتناب و فشار اجتماعی شده است و اثرات آنها در مرحلة پیگیری نیز ماندگار بود (001/0P<). براساس نتایج به دست آمده بین گروه های درمان فراشناخت و آموزش جرأت‌مندی در کاهش اجتناب و فشار اجتماعی دانش آموزان تفاوت معناداری مشاهده نشد (05/0<P).
The aim of this study was to compare the effectiveness of metacognitive Therapy and assertiveness training on social avoidance and distress of students with foreign language anxiety (FLA). The research design was semi-experimental and the population of the study was all students of public Junior high schools in Urmia, Iran. 60 students were selected following a multi-step random sampling procedure and were randomly assigned into three groups (N= 20 each). the data were analyzed using foreign language classroom anxiety scale (Horwitz, Horwitz & Cope, 1986) and social avoidance and distress scale (Watson & Friend, 1969). Data were analyzed using multivariate analysis of covariance. The results showed that metacognitive and assertiveness are effective in reducing social avoidance and distress, their effects are persistent in the follow-up phase (p <0.001). The obtained results show that metacognitive and assertiveness are effective in reducing social avoidance and distress students in both stages and the difference between metacognitive and assertiveness groups is not significant (p <0.05). Based on the results, there was no significant difference between metacognitive therapy and assertiveness training groups in reducing avoidance and social pressure (P <0.05).
Abdelaziz, E. M., Diab, I. A., Ouda, M. M. A., Elsharkawy, N. B., & Abdelkader, F. A. (2020). The effectiveness of assertiveness training program on psychological wellbeing and work engagement among novice psychiatric nurses. In Nursing Forum, 55(3), 309-319.
Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145-159.
America Psychiatric Association. (2013). Diagnostic and Statisical Manual of Mental Disorder (Fifth Edition) DSM-5.
Barth, J., Munder, T., Gerger, H., Nüesch, E., Trelle, S., Znoj, H., ... & Cuijpers, P. (2016). Comparative efficacy of seven psychotherapeutic interventions for patients with depression: a network meta-analysis. Focus, 14(2), 229-243.
Bögels, S. M., & Voncken, M. (2008). Social skills training versus cognitive therapy for social anxiety disorder characterized by fear of blushing, trembling, or sweating. International Journal of Cognitive Therapy, 1(2), 138-150.
Cuijpers, P., van Straten, A., Andersson, G., & van Oppen, P. (2010). Psychotherapy for depression in adults: a meta-analysis of comparative outcome studies. Focus, 8(1), 75-75.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning, 53(S1), 3-32.
Elaldi, S. (2016). Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey. Educational Research and Reviews, 11(6), 219-228.
Eslami, A. A., Rabiei, L., Afzali, S. M., Hamidizadeh, S., & Masoudi, R. (2016). The effectiveness of assertiveness training on the levels of stress, anxiety, and depression of high school students. Iranian Red Crescent Medical Journal, 18(1).
Faija, C. L., Reeves, D., Heal, C., Capobianco, L., Anderson, R., & Wells, A. (2019). Measuring the cognitive attentional syndrome in cardiac patients with anxiety and depression symptoms: Psychometric properties of the CAS-1R. Frontiers in Psychology, 10, 2109.
Fuspita, H., Susanti, H., & Putri, D. E. (2018). The influence of assertiveness training on depression level of high school students in Bengkulu, Indonesia. Enfermeria clinica, 28, 300-303.
Gavric D, Moscovitch DA, Rowa K, McCabe RE.(2017). Post-event processing in social anxiety disorder: Examining the mediating roles of positive metacognitive beliefs and perceptions of performance. Behav Res Ther; 91: 1-2.
ghayourkazemi F, sepehri shamloo Z, mashhadi A, ghanaei A, pasalar F. (2016). A Comparative Study of the Effectiveness of Metacognitive Therapy with Neurofeedback Training on Metacognitive Beliefs and Anxiety Symptoms in Female Students with Social Anxiety Disorder (single subject). JCP; 4 (1 and 2) :19-30
Heidarian Fard, Z., Bakhshipour, B., Faramarzi, M. The Effectiveness of Group Cognitive-behavioral Therapy on Social Anxiety, Social Self-efficacy and Rumination. (2016). Clinical Psychology Studies; 6(21): 152-172. [Persian]
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Jaleniauskiene, E. (2016). Revitalizing foreign language learning in higher education using a PBL Curriculum. Procedia-Social and Behavioral Sciences, 232, 265-275.
Jin, Y., Zhang, L. J., & MacIntyre, P. D. (2020). Contracting students for the reduction of foreign language classroom anxiety: An approach nurturing positive mindsets and behaviors. Frontiers in Psychology, 11.
Jin, Y., de Bot, K., & Keijzer, M. (2017). Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese. Studies in Second Language Learning and Teaching, 7(1), 105-125.
Jin, Y. X., & Dewaele, J. M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System, 74, 149-157.
Kabigting, R., & Nanud, J. A. (2020). English Language Classroom Anxiety and Performance of Senior High School Learners. International Journal of Linguistics and Translation Studies, 1(2), 58-69.
Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142-160.
Kruk, M. (2018). Changes in foreign language anxiety: A classroom perspective. International Journal of Applied Linguistics, 28(1), 31-57.
Lakshmi, J., Sudhir, P. M., Sharma, M. P., & Math, S. B. (2016). Effectiveness of metacognitive therapy in patients with social anxiety disorder: A pilot investigation. Indian journal of psychological medicine, 38(5), 466.
Luo, H. (2013). Foreign language anxiety: Past and future. Chinese Journal of Applied Linguistics, 36(4), 442-464.
Manesh, R. S., Fallahzadeh, S., Panah, M. S. E., Koochehbiuki, N., Arabi, A., & Sahami, M. A. (2015). The Effectiveness of assertiveness training on social anxiety of health volunteers of Yazd. Psychology, 6(06), 782.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 24, 41.
Matsuda, S., & Gobel, P. (2002). Quiet apprehension: Reading and classroom anxieties. JALT JOURNAL, 23(2), 227-247.
Mohammadkhani Sh, Fati L, Kazemzadeh M, Motabi F. (2017). Practical guide to life skills training workshops: Special student. Tehran: Danzheh,: 1-20.
Naami, A., Alizadeh, N., Abdi, A. (2016). Studying the effect of Assertiveness Training on Female teenage Students' Shyness and Self-Concept. Quarterly Journal of Women and Society, 7(25), 181-200. [Persian]
Nordahl, H., & Wells, A. (2018). Metacognitive therapy for social anxiety disorder: An A–B replication series across social anxiety subtypes. Frontiers in psychology, 9, 540.
Olivares-Olivares, P. J., Ortiz-González, P. F., & Olivares, J. (2019). Role of social skills training in adolescents with social anxiety disorder. International journal of clinical and health psychology, 19(1), 41-48.
Reshadat S, Morovati F, Zakiei A, Rajabi Gilan N. Predicting Social Anxiety based on Mindfulness, Experiential Avoidance, and Metacognitive Beliefs in Adolescents. (2019). J Mazandaran Univ Med Sci; 29 (176) :92-104.
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352.
Speed, B. C., Goldstein, B. L., & Goldfried, M. R. (2018). Assertiveness training: A forgotten evidence‐based treatment. Clinical Psychology: Science and Practice, 25(1), e12216.
Soleimani ,, E., Sarkhosh, M., nooripour, R., Dehgahn, B., Hoseinian, S. ( 2019). Investigating the Role of Explanatory Social Avoidance and Distress, Academic Motivation and Self-Efficacy in Predicting Foreign Language Classroom Anxiety; 7(4): 254-238. [Persian]
Torfayeh, M., Esmaeili, M., & Yazdani, M. (2020). Effectiveness of metacognitive therapy on psychological hardiness of students. Health Education and Health Promotion, 8(2), 0-0..
Verga, L., & Kotz, S. A. (2013). How relevant is social interaction in second language learning?. Frontiers in human neuroscience, 7, 550.
Watson, D. & Friend, R.(1969).Measurement of social-evaluative anxiety.Journal of Consulting and Clinical Psychology, 33, 448-457.
Wells, A. (2007). Cognition about cognition: Metacognitive therapy and change in generalized anxiety disorder and social phobia. Cognitive and Behavioral Practice, 14(1), 18-25.
Wells, A. (2011). Metacognitive therapy for anxiety and depression. Guilford press.
_||_