مقایسه اثربخشی درمان فراشناختی و رفتاردرمانی دیالکتیکی بر تعللورزی تحصیلی و نشانههای اضطراب امتحان در دانشآموزان
محورهای موضوعی : تربیتیلیلا نوعی ایران 1 , اکبر رضایی 2 , علی نقی اقدسی 3
1 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
3 - استادیار، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
کلید واژه: اضطراب امتحان, درمان فراشناختی, رفتاردرمانی دیالکتیکی, دانش آموزان, تعلل ورزی تحصیلی,
چکیده مقاله :
هدف پژوهش مقایسه اثربخشی درمان فراشناختی و رفتاردرمانی دیالکتیکی بر تعللورزی تحصیلی و نشانههای اضطراب امتحان در دانشآموزان مقطع دبیرستان بود. این پژوهش نیمه آزمایشی بود. جامعه آماری این پژوهش کلیه دانشآموزان دبیرستانی شهر تبریز در سال تحصیلی 98-1397 بود که تعداد 45 دانش‍آموز که مطابق با نمره برش در پرسشنامه اضطراب امتحان ساراسون، تشخیص اضطراب امتحان را دریافت کرده بودند، با استفاده از روش نمونه‍گیری خوشه‍ای چندمرحله‍ای و هدفمند انتخاب شدند و به صورت تصادفی ساده در دو گروه آزمایش و یک گروه کنترل (15 نفر در هر گروه) جایگزین شدند. هر سه گروه پرسشنامه‍های اضطراب امتحان (Sarason, 1975) و تعللورزی تحصیلی (Solomon & Rothblum, 1984) را به عنوان پیش‍آزمون و پس‍آزمون تکمیل کردند.گروه آزمایشی اول و دوم به ترتیب 8 جلسه درمان فراشناختی گروهی و 8 جلسه رفتاردرمانی دیالکتیکی گروهی دریافت کردند و گروه کنترل مداخله‍ای دریافت نکرد. داده‌ها با استفاده از تحلیل کواریانس چندمتغیره و تک‍متغیره در نرم‌افزار SPSS.17 تحلیل شدند. نتایج نشان داد که هر دو درمان فراشناختی و رفتاردرمانی دیالکتیکی بر تعللورزی تحصیلی و نشانههای اضطراب امتحان در دانشآموزان دارای اختلال اضطراب امتحان تاثیر معناداری دارند(001/0p<)، در حالی که درمان فراشناختی نسبت به رفتاردرمانی دیالکتیکی بر بهبود تعللورزی تحصیلی و نشانههای اضطراب امتحان تاثیر بیشتری داشت(001/0p<).
This research was a quasi -experimental. The statistical population of this study included all high school students in Tabriz, in the academic year of 2018-2019 that 45 students who received the test anxiety diagnosis in accordance with the cutoff score in the Sarason Test Anxiety Questionnaire were selected by multi-stage cluster and targeted sampling and they were randomly assigned to two experimental and one control groups(15 people per group). All three groups completed the Sarason Test Anxiety Questionnaire (1975) and Solomon & Rothblum's Academic Procrastination (1984) as pre-test and post-test. The first and second experimental groups received 8 metacognitive therapy group sessions and 8 dialectical behavioral therapy group sessions, respectively and the control group did not receive intervention. Data were analyzed using multivariate and univariable covariance analysis in SPSS.23 software. The results of covariance analysis showed that metacognitive therapy and dialectical behavior therapy affect on academic proclivity and test anxiety symptoms in students with anxiety disorder (p = 0.001), while meta-cognitive therapy is more effective than dialectical behavioral therapy in improving academic procrastination and test anxiety symptoms in students with test anxiety disorder (p = 0.001).
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