تدوین دوره روانشناسی مثبت بافتاری و مقایسه اثربخشی آن با دوره آموزش مهارتهای زندگی در کاهش نگرشهای ناکارآمد و بهبود کیفیت زندگی دانشجویان
محورهای موضوعی : روانشناسی
عطا طهرانچی
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محدثه کیوانی
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1 - 1. استادیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایران
2 - دکترای مشاوره، دانشگاه آزاد اسلامی، واحد بجنورد، بجنورد، ایران
کلید واژه: بهزیستی, دانشجویان, روانشناسی مثبت بافتاری, کیفیت زندگی, مهارتهای زندگی, نگرشهای ناکارآمد.,
چکیده مقاله :
هدف اصلی این پژوهش تدوین مداخله ای بر اساس روانشناسی مثبت بافتاری و بررسی اثربخشی آن بر نگرش های ناکارآمد و شاخص های کیفیت زندگی و شادمانی است. در این مطالعه روش پژوهش نیمه آزمایشی می باشد. جامعه آماری شامل دانشجویان ساکن مشهد است. مجموعا هفتاد و دو نفر پس از رضایت آگاهانه به صورت داوطلبانه در این پژوهش شرکت کردند و به صورت تصادفی و برابر در سه گروه برنامه روانشناسی مثبت بافتاری، آموزش مهارتهای زندگی و گروه کنترل قرار گرفتند. شرکت کنندگان در دو مقطع پیش آزمون و پس آزمون به پرسشنامه کیفیت زندگی سازمان بهداشت جهانی (Bonomi et al, 2000)، سیاهه رواندرمانی مثبت (Rashid, 2008)، و مقیاس نگرشهای ناکارآمد (Power et al. 1994) پاسخ دادند. یافته ها نشان دادند که هر دو مداخله اثربخشی بیشتری نسبت به گروه کنترل در کاهش نگرش های ناکارآمد و افزایش نمره کلی کیفیت زندگی، سلامت جسمانی، سلامت روانی، سلامت اجتماعی، و شاخص های شادمانی شامل زندگی لذت گرا، معناگرا و بااشتیاق داشتند. همچنین شرکت کنندگان در برنامه روانشناسی مثبت بافتاری نسبت به برنامه مهارتهای زندگی عملکرد بهتری در کاهش نگرشهای ناکارآمد و افزایش شاخص های شادمانی شامل زندگی لذت گرا، معناگرا و بااشتیاق؛ و افزایش کیفیت زندگی شامل سلامت روانی، سلامت جسمانی و روابط اجتماعی داشتند. در پایان می توان نتیجه گیری کرد که برنامه روانشناسی مثبت بافتاری مبتنی بر مدل بهزیستی اثربخشی مطلوبی در بهبود کیفیت زندگی و بهزیستی دانشجویان دارد. یافته ها نتایج کاربردی برای درمانگران در جمعیت عمومی و بالینی دارد.
The main aim of this study was to develop a contextual positive psychology program and examine its effects on dysfunctional attitudes, quality of life, and happiness-related factors. The study employed a quasi-experimental research method and focused on university students residing in Mashhad. After informed consent, seventy-two students took part in the study. The participants were randomly assigned to one of three groups: contextual positive psychology, a Life Skills Training Program, and a control group. Before the intervention, as well as after its completion, participants completed the World Health Organization Quality Of Life –Brief version (Bonomi et al, 2000), Positive Psychotherapy Inventory (Rashid, 2008), and Dysfunctional Attitudes Scale (Power et al, 1994). The results indicated that both intervention groups were more successful in reducing dysfunctional attitudes and improving overall quality of life, physical health, psychological health, social relationships, and positive psychotherapy indicators (such as hedonic life, meaningful life, and engaged life) compared to the control group. Notably, participants in the contextual positive psychology program experienced greater improvements in reducing dysfunctional attitudes and enhancing elements of happiness, psychological health, physical health, and social relationships as opposed to those in the life skills training program. In conclusion, it can be inferred that a contextual positive psychology program based on well-being theory is an effective intervention for enhancing the quality of life and well-being of students. The findings of this study hold practical implications for practitioners working with both clinical and non-clinical populations.
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