اثربخشی آموزش مبتنی بر درمان پذیرش و تعهد بر اهمال‌کاری تحصیلی و سازگاری با مدرسه دانش‌آموزان دختر دبیرستانی
الموضوعات :آزیتا کشاورز 1 , فریده یوسفی 2
1 - پردیس بین الملل دانشگاه شیراز
2 - دانشگاه شیراز
الکلمات المفتاحية: دانش‌آموزان, سازگاری با مدرسه, آموزش مبتنی بر درمان پذیرش و تعهد, اهمال‌کاری تحصیلی,
ملخص المقالة :
هدفپژوهشحاضر،بررسی اثربخشیآموزش مبتنی بر درمان پذیرش وتعهد براهمال‌کاری تحصیلی و سازگاری با مدرسه دانش‌آموزاندختر دبیرستانیبود. این پژوهش از نوع نیمهآزمایشیهمراه باپیش‌‌آزمونو پس‌آزمون و گروه کنترل است. جامعه آماری پژوهش حاضر را تمامی دانش‌آموزان دختر پایه دهم دوره متوسطه دوم مدارس شهر مشهد در سال تحصیلی 97-1396 تشکیل دادند. برای انتخاب نمونه، از شیوه نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای استفاده شده و دو کلاس بهطور تصادفی به عنوان گروه‌های آزمایش و کنترل محسوب(گمارده) شدند. حجم نمونه برابر با 60 نفر بود که در دو گروه 30 نفره(آزمایش و کنترل) قرار گرفتند. برای جمعآوریداده‌هاازپرسشنامه اهمال‌کاری تحصیلیوپرسشنامه سازگاریدانش‌آموزان با مدرسه استفادهشد. برایتجزیهوتحلیلداده‌ها از آزمونتحلیل کوواریانس یک‌راهه(آنکووا) و تحلیل کوواریانسچندمتغیری(مانکووا) استفاده شد. یافته‌هانشاندادکهآموزش گروهی مبتنی بر درمان پذیرش و تعهدبه‌طورمعنی‌داریبربهبوداهمال‌کاری و سازگاریاجتماعی،هیجانیو تحصیلی دانش‌آموزاناثربخشبودهاست(001/0p<). بر اساس یافتههای پژوهش می‌توان نتیجه گرفت که آموزش مبتنی بر درمان پذیرش و تعهد می‌تواند موجبات کاهش اهمال‌کاری تحصیلی و نیز افزایش سازگاریاجتماعی،هیجانیوتحصیلی دانش‌آموزان دبیرستانیرا فراهم آورد.
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