تأثیر درمان مبتنی بر کارآمدی هیجانی بر خودکارآمدی مقابله¬ای و کانون توجه در دانش-آموزان دختر 15-16 ساله مبتلا به اضطراب اجتماعی
محورهای موضوعی : تربیتیمعصومه حیاتی 1 , منیجه شهنی ییلاق 2 * , مولود کیخسروانی 3
1 - دانشجوی دکترای روانشناسی، گروه روان¬شناسی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
2 - گروه روانشناسی، دانشکده علوم تربیتی و روان¬شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
3 - گروه روان¬شناسی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
کلید واژه: درمان مبتنی بر کارآمدی هیجان, کانون توجه, خودکارآمدی مقابله¬ای, دانش¬آموزان دختر 15-16 سال, اضطراب اجتماعی,
چکیده مقاله :
هدف از این پژوهش تعیین تأثیر درمان مبتنی بر کارآمدی هیجانی بر خودکارآمدی مقابلهای و کانون توجه در دانشآموزان دختر 15-16 ساله مبتلا به اضطراب اجتماعی بود. طرح پژوهش نیمهآزمایشی از نوع پیشآزمون- پسآزمون با گروه گواه و پیگیری بود. جامعه آماری شامل کلیه دانشآموزان دختر مقطع متوسطه دوم 15 تا 16 ساله شهر برازجان بود که در سال 1401-1400 به تحصیل اشتغال داشتند. پرسشنامه اضطراب اجتماعی (Connor et al., 2000) توسط دانشآموزان تکمیل گردید و 40 دانشآموز که نمره اضطراب اجتماعی آنان بیش از آزمودنیهای دیگر بود انتخاب و بهطور تصادفی به گروه آزمایشی (20 نفر) و گروه گواه (20 نفر) گمارده شدند و پرسشنامههای کارآمدی مقابلهای (Chesney et al., 2006) و کانون توجه (Woody et al., 1997) را در پیشآزمون تکمیل کردند. گروه آزمایشی در 8 جلسه 70 دقیقهای تحت درمان مبتنی بر کارآمدی هیجانی قرار گرفتند و گروه گواه مداخلهای دریافت نکرد. پس از آخرین جلسه، پسآزمون اجرا شد و سپس یک ماه پس از اتمام جلسات نیز مجدداً پیگیری از هر دو گروه گرفته شد. جهت تجزیه و تحلیل دادهها از تحلیل کوواریانس چندمتغیری استفاده شد. نتایج نشان داد که درمان مبتنی بر کارآمدی هیجان بر کانون توجه و خودکارآمدی مقابلهای دانشآموزان دختر دارای اضطراب اجتماعی تأثیر دارد (0001/0p <) و میتواند هم در کاهش توجه متمرکز بر خود و افزایش توجه بیرونی و هم بر افزایش خودکارآمدی مقابلهای مؤثر باشد.
The purpose of this research was to determine the effects of emotion efficacy therapy on coping self-efficacy and focus of attention in 15-16 years-old girl students with social anxiety. The design of the research was a semi-experimental pre-test-post-test type with a control group and a follow-up phase. The statistical population includes all female students of the second secondary level, aged 15 to 16, in Borazjan city, who studied in the year 2021-2022. Social Anxiety Questionnaire (Connor et al., 2000) was completed by the students and 40 students whose social anxiety scores were higher than other subjects were selected and randomly assigned to experimental group (20 subjects) and control group (20 subjects). Coping Efficacy (Chesney et al., 2006) and Focus of Attention (Woody et al., 1997) scales were completed in the pre-test. The experimental group received emotion efficacy therapy in 8 sessions of 70 minutes, and the control group did not receive any intervention. After the last session, the post-test was performed, and one month later the follow-up was carried out. Multivariate Analysis of Covariance and SPSS-26 software was used to analyze the data. The results showed that the emotion efficacy therapy has an effect on the focus of attention and coping self-efficacy of female students with social anxiety (p < 0.0001) and can both reduce self-focused attention and increase external attention and coping self-efficacy.
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