تأثیر آموزش نظریه انتخاب و آموزش مبانی درمان پذیرش و تعهد بر تمایزیافتگی خود در دانش‌آموزان دبیرستان دوره دوم
محورهای موضوعی : روانشناسی
گلنار صادق نیا
1
(
دانشجوی دکترا روانشناسی عمومی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران.
)
محمدرضا زربخش بحری
2
(
دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران.
)
شهره قربان شیرودی
3
(
دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران.
)
کلید واژه: دانش‌آموزان دبیرستان دوره دوم, نظریه انتخاب, تمایزیافتگی خود, مبانی درمان پذیرش و تعهد,
چکیده مقاله :
پژوهش با هدف مقایسه اثربخشی آموزش نظریه انتخاب و مبانی درمان پذیرش و تعهد بر تمایزیافتگی‌خود در دانش آموزان دبیرستان دوره دوم انجام شد. روش پژوهش آزمایشی و با طرح پیش‌آزمون پس‌آزمون با گروه کنترل و پیگیری سه ماهه انجام شد. جامعه آماری کلیه دانش‌آموزان دبیرستان دوره دوم رشت در سال تحصیلی 98-1397 بود. 45 دانش آموز دبیرستان دوره دوم که میزان تمایزیافتگی‌خود در آن‌ها پایین‌تر از نقطه‌برش بوده انتخاب و تصادفا در سه گروه 15 نفری، یعنی دو گروه مداخله و یک گروه کنترل حضور یافتند. برای گروه مداخله اول آموزش نظریه انتخاب و گروه مداخله دوم آموزش مبانی پذیرش و تعهد در 8 جلسه اجرا شد. گروه کنترل آموزشی دریافت نکردند. سه ماه بعد پیگیری انجام‌شد. جهت تعیین تاثیر مداخله‌ها، با استفاده از پرسشنامه تمایزیافتگی خود اسکورن و اسمیت (Skowron & Schmitt, 2003)، پیش‌آزمون، پس‌آزمون و پیگیری برگزار شد. تجزیه و تحلیل داده‌ها به‌وسیله تحلیل کوواریانس (MANCOVA) انجام شد. یافته‌ها نشان دادند نمرات گروه‌های مداخله در مقایسه با گروه کنترل در مقیاس تمایزیافتگی‌خود تغییرات معنی‌دار داشت. تمایزیافتگی خود پس از مداخلات افزایش‌یافت و افزایش در گروه نظریه انتخاب بیشتر بود. نتایج پژوهش نشان داد آموزش نظریه انتخاب در افزایش تمایزیافتگی‌خود تاثیر بیشتری نسبت به آموزش مبانی درمان پذیرش و تعهد دارد.
This study aimed to compare the effect of training choice theory principles and training ACT principles on self-differentiation in high school students. The method was experimental with pre-test, post-test with control group and follow-up. The statistical population consisted all high school students in Rasht in academic year of 2019-2018. After assessing, 45 students who had self-differentiation below the cut-point were chosen and then randomly divided into three groups of 15, two intervention groups and a control group. For the first intervention group, the choice theory and for the second group ACT principals were taught in 8 sessions and the control group did not receive any training. After 3 month groups had follow-up. To determine the effect of the intervention program, a pre-test, post-test and follow-up were conducted using the Skowron & Schmitt (2003) Self-differentiation Test. Data were analyzed using multivariate covariance (MANCOVA) analysis. The findings showed that intervention groups were significantly different in the post-test, compared to the control group in self-differentiation. The rate of self-differentiation increase after intervention and the size of this increase was higher in the choice theory group. The result showed that choice theory training has greater effect than ACT training on increasing self-differentiation.
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