اثربخشی آموزش مبتنی بر درمان پذیرش و تعهد بر اهمال‌کاری تحصیلی و سازگاری با مدرسه دانش‌آموزان دختر دبیرستانی
محورهای موضوعی : تکتونواستراتیگرافی
آزیتا کشاورز
1
(پردیس بین الملل دانشگاه شیراز)
فریده یوسفی
2
(دانشگاه شیراز)
کلید واژه: دانش‌آموزان, سازگاری با مدرسه, آموزش مبتنی بر درمان پذیرش و تعهد, اهمال‌کاری تحصیلی,
چکیده مقاله :
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.
The aim of this study was to investigate the effectiveness of acceptance and commitment therapy (ACT) training on academic procrastination and adjustment to school among high school girl students. This study was semi-experimental study with two groups and pre-test and post-test. The statistical population of the present study comprised all high school girl students of the 10th grade of Mashhad in the academic year of 1396-97. To select the participants, a random multi-stage cluster sampling method was used. A total of 60 students were selected and randomly assigned to experimental and control groups. To collect the data, academic procrastination and adjustment to school questionnaires were used. For data analysis, the method of One-Way Covariance Analysis of Variance (ANCOVA), and Multivariate Analysis of Covariance (MANCOVA) were used. The findings showed that the effectiveness of ACT training on academic procrastination, and social, emotional, and academic adjustment were statistically significant (P<0.001). According to the research findings, it can be concluded that ACT training can lead to decreasing academic procrastination and promoting high school students’ social, emotional, and academic adjustment.
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