مقایسه اثربخشی درمان مبتنی بر پذیرش و تعهد و واقعیت درمانی به شیوه گروهی بر اضطراب تحصیلی دانش آموزان
محورهای موضوعی : سلامت نوجوانان1 , محمد اسماعیل ابراهیمی 2 , رسول کردنوقابی 3
1 - دانشجوی دکتری، گروه روانشناسی و مشاوره، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران fatemehvahid664@gmail.com
2 - (نویسنده مسئول): استادیار و عضو هیئت علمی دانشکده علوم انسانی، دانشگاه آیت اله بروجردی(ره). بروجرد. ایران. moohammadesmaeilebrahimi@yahoo.com tell: 087 3328 8661
3 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 888-56441 تهران، ایران rasoolkordnoghabi@yahoo.com
کلید واژه: آموزش و پرورش, اضطراب تحصیلی, درمان مبتنی بر پذیرش و تعهد, واقعیت درمانی,
چکیده مقاله :
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.
Abstract Introduction: Academic anxiety is one of the important emotional factors in education, which is ambiguous and complicated for many students, so this research was conducted with the aim of comparing the effectiveness of therapy based on acceptance and commitment and reality therapy in a group way on students' academic anxiety. Research method: The research method was semi-experimental with a pre-test-post-test design with a control group. The research population included all the male secondary school students of the 2nd district of Hamedan city who were studying in the academic year of 2022-2023. From these, 3 groups of 20 people were selected by multi-stage cluster sampling method and randomly divided into experimental and control groups and answered the Phillips (1978) academic anxiety questionnaire in two pre- and post-test sessions. The subjects of the experimental group were treated with the approach of treatment based on acceptance and commitment and reality therapy, during 8 sessions, 1 session of 60 minutes per week, but no training was given to the control group. The data were statistically analyzed with SPSS software and using the analysis of covariance test and a significant level of p < 0.05. Findings: The results showed that there is a significant difference between the mean of the post-test of the group treated by the acceptance and commitment method and the mean of the post-test of the group treated by the reality therapy method in a group way (i-j=-13.75, sig=0.01). Therefore, it can be said with 99% certainty: The effect of the treatment method based on acceptance and commitment is more than the effect of the group-based reality therapy method on academic anxiety in students. Conclusion: According to the results of this research, it can be said that the effect of the treatment method based on acceptance and commitment is more than the effect of the group-based reality therapy method on academic anxiety in students.
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