مقایسه اثربخشی بسته آموزشی پیشگیری از اهمالکاری تحصیلی و درمان مبتنی بر پذیرش و تعهد بر خودتنظیمی و اجتناب تجربی دانش آموزان اهمالکار دوره دوم متوسطه
محورهای موضوعی : تربیتیحسین هدایت 1 , ایلناز سجادیان 2 , احمد عابدی 3 , محمد رضا عابدی 4
1 - دکتری مشاوره، گروه مشاوره، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار گروه روانشناسی بالینی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - استاد گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران،
4 - استاد گروه مشاوره، دانشکده علوم تربیتی وروانشناسی، دانشگاه اصفهان، اصفهان، ایران
کلید واژه: اهمالکاری تحصیلی, بسته آموزشی پیشگیری از اهمالکاری تحصیلی, درمان مبتنی بر پذیرش و تعهد, خودتنظیمی, اجتناب تجربی, دوره دوم متوسطه,
چکیده مقاله :
این پژوهش با هدف مقایسه اثربخشی بسته آموزشی پیشگیری از اهمالکاری تحصیلی و درمان مبتنی بر پذیرش و تعهد بر خودتنظیمی و اجتناب تجربی دانش آموزان اهمالکار دوره دوم متوسطه انجام شد. نمونه پژوهش شامل 15 دانش آموز دوره دوم متوسطه، گروه آزمایش بسته آموزشی پیشگیری از اهمالکاری تحصیلی و 15 دانش آموز دوره دوم متوسطه، گروه آزمایش مداخله مبتنی بر پذیرش و تعهد و 15 دانش آموز دوره دوم متوسطه به عنوان گروه کنترل (بدون درمان) بود. نمونه‌گیری به طور در دسترس از بین افرادی که بر مبنای مقیاس ارزیابی اهمالکاری تحصیلی، اهمالکار تشخیص داده شدند و سایر ملاكهاي ورود به مطالعه را نیز دارا بوده (کسب نمره بالاتر از حد برش در هر پرسشنامه، اشتغال به تحصیل در دوره دوم متوسطه، تمایل آگاهانه برای شرکت در پژوهش) انتخاب گردیدند. ابزارهای پژوهش شامل مقیاس ارزیابی اهمالکاری تحصیلی- نسخه دانش آموز (Solomon, Rothblum, 1984)، پرسشنامه خودتنظیمی یادگیری (Zimmerman & Mertinez-pons, 1986)پرسشنامه اجتناب تجربی(Gamez, Chmielewski, Kotov, Ruggero & Watson, 2011) بود. به منظور تجزیه و تحلیل دادهها از تحلیل واریانس با اندازه گیری مکرر استفاده شد. یافتهها نشان داد بسته آموزشی پیشگیری از اهمالکاری تحصیلی بر خودتنظیمی و درمان مبتنی بر پذیرش و تعهد بر اجتناب تجربی در دانش آموزان اهمالکار دوره دوم متوسطه تأثیر بیشتری دارد. (05/0>P) ازاین رو به دست اندرکاران امر در حوزه آموزش و پرورش دانش آموزان پیشنهاد میشود از بسته آموزشی پیشگیری از اهمالکاری تحصیلی به منظور بهبود مشکلات مرتبط در این زمینه بخصوص خودتنظیمی استفاده نمایند.
Procrastination is one of the most common behavioral problems and is common among the general public. In addition, procrastination is associated with several psychological consequences as well as students' academic future, which doubles the need to identify and prevent it. Therefore, this study was conducted with the aim of compiling an educational package to prevent academic procrastination and compare its effect with treatment based on acceptance and commitment to self-regulation and experimental avoidance of procrastinating high school students. The sample consisted of 15 Secondary high school students in the experimental group based on pattern and 15 Secondary high school students in the experimental group based on acceptance and commitment and 15 Secondary high school students in the control group (without treatment). Research tools included Academic Procrastination Assessment Scale - Student Prescription, Learning Self-Regulation Questionnaire, Experimental Avoidance Questionnaire. In order to analyze the data, repeated measures analysis of variance was used. Findings showed that pattern-based intervention has a greater effect on self-regulation and acceptance-based therapy on empirical avoidance. Therefore, it is recommended that those involved in the field of education of students use the educational package of pursuing academic procrastination in order to improve the related problems in this field, especially self-regulation.
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