مقایسه اثربخشی درمان مبتنی بر پذیرش و تعهد و واقعیت درمانی به شیوه گروهی بر اضطراب تحصیلی دانش آموزان

الموضوعات :

فاطمه وحید ¹ , محمد اسماعیل ابراهیمی ² , رسول کردنوقابی ³

1 - دانشجوی دکتری، گروه روانشناسی و مشاوره، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران [e-mail]
2 - (نویسنده مسئول): استادیار و عضو هیئت علمی دانشکده علوم انسانی، دانشگاه آیت اله بروجردی(ره). بروجرد. ایران. [e-mail] tell: 087 3328 8661
3 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 888-56441 تهران، ایران [e-mail]

تاريخ الإرسال : 08 الأحد , محرم, 1446 تاريخ التأكيد : 15 الإثنين , صفر, 1446 تاريخ الإصدار : 27 الخميس , رمضان, 1446

الکلمات المفتاحية: آموزش و پرورش, اضطراب تحصیلی, درمان مبتنی بر پذیرش و تعهد, واقعیت درمانی,

ملخص المقالة :

چکیده مقدمه: اضطراب تحصیلی از عامل‌های عاطفی مهم در امر آموزش است که برای بسیاری از دانش‌آموزان مبهم و پیچیده است، لذا این پژوهش با هدف، مقایسه اثربخشی درمان مبتنی بر پذیرش و تعهد و واقعیت درمانی به شیوه گروهی بر اضطراب تحصیلی دانش آموزان انجام شد. روش پژوهش:‌ روش پژوهش به صورت نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل بود. جامعه پژوهش شامل کلیه دانش آموزان پسر متوسطه دوم ناحیه 2 شهر همدان بود که در سال تحصیلی 1402-1401 مشغول به تحصیل بودند. از این تعداد، 3 گروه 20 نفره با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و به صورت تصادفی به گروه‌های آزمایش و گروه کنترل تقسیم شدند و به پرسش‌نامه اضطراب تحصیلی فیلیپس در دو نوبت پیش- پس¬آزمون پاسخ دادند. آزمودنی‌های گروه آزمایش تحت درمان با رویکرد درمان مبتنی بر پذیرش و تعهد و واقعیت درمانی، طی ۸ جلسه، به صورت هفته‌ای ۱ جلسه 60 دقیقه¬ای به صورت گروهی قرار گرفتند ولی به گروه کنترل آموزشی داده نشد. داده‌ها با نرم‌افزار SPSS و با استفاده از آزمون تحلیل کواریانس و سطح معنی‌دار 05/0< p تجزیه ‌و تحلیل آماری شدند. یافته ها: نتایج نشان داد، بین میانگین پس آزمون گروه تحت درمان مبتنی به روش پذیرش و تعهد با میانگین پس آزمون گروه تحت درمان به روش واقعیت درمانی به شیوه گروهی تفاوت معناداری وجود دارد (75/13- =i-j ، 01/0=sig) . بنابراین با 99 درصد اطمینان می توان گفت: میزان تاثیر روش درمان مبتنی بر پذیرش و تعهد بیشتر از میزان تاثیر روش واقعیت درمانی به شیوه گروهی بر اضطراب تحصیلی در دانش آموزان است. نتیجه‌گیری: با توجه به نتایج این پژوهش می‌توان گفت، میزان تاثیر روش درمان مبتنی بر پذیرش و تعهد بیشتر از میزان تاثیر روش واقعیت درمانی به شیوه گروهی بر اضطراب تحصیلی در دانش آموزان است.

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