اثر بخشی آموزش تنظیم هیجان بر سازگاری هیجانی و اضطراب امتحان دانشجویان دختر خوابگاهی با تاکید فرهنگی
محورهای موضوعی : روان شناسی
مریم رئیس شهرکی
1
,
محمد شاکرمی
2
1 - دانشجوی کارشناسی ارشد، گروه روان شناسی، دانشکده تعلیم و تربیت اسلامی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - استادیار، گروه روان شناسی، دانشکده تعلیم و تربیت اسلامی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: تنظیم هیجان, سازگاری هیجانی, اضطراب امتحان,
چکیده مقاله :
هدف پژوهش حاضر، تعیین اثربخشی آموزش تنظیم هیجان بر سازگاری هیجانی و اضطراب امتحان دانشجویان دختر خوابگاهی با تاکید فرهنگی بود.. جامعه آماری شامل تمامی دانشجویان دختر 20 الی 30 ساله مقیم خوابگاه دانشگاه آزاد‌اسلامی اصفهان در سال تحصیلی 1402-1403 بودند. نمونه پژوهش 40 نفر بود که به روش نمونه گیری دردسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل (هرگروه 20 نفر) گمارده شدند. روش پژوهش نیمه آزمایشی با طرح پیش آزمون و پس آزمون همراه با گروه کنترل بود. هر دو گروه با استفاده ازپرسشنامه‌های سازگاری هیجانی رابیو و همکاران (2007) و اضطراب امتحان فریدمن و جاکوب (1997) در دو مرحله پیش آزمون و پس آزمون سنجیده شدند. گروه آزمایش به مدت 8 جلسه 90 دقیقه ای آموزش تنظیم هیجان را دریافت کردند اما مداخله ای برای گروه کنترل انجام نشد. تجزیه و تحلیل داده‌ها با استفاده از آزمون تحلیل کوواریانس چند متغیری نشان داد آموزش تنظیم هیجان توانسته است تفاوت معناداری بین دو گروه آزمایش و کنترل در دو متغیر پژوهش ایجاد کند. باتوجه به یافته‌ها می‌توان از آموزش تنظیم هیجان برای افزایش سازگاری هیجانی و کاهش اضطراب امتحان دانشجویان دختر خوابگاهی با تاکید فرهنگی استفاده کرد. همچنین انتقال فرهنگ، جامعه‌پذیری، افزایش مهارت و پرورش رشد شخصی از جمله مواردی هستند که دانشجویان دختر خوابگاهی می‌توانند در تعاملات خود کسب کنند.
The aim of the present study was to investigate the impact of emotion regulation training using Gross’s approach on emotional adjustment and test anxiety among female dormitory resident students with cultural emphasis. The statistical population included all female students aged 20 to 30 residing in dormitories at the Islamic Azad University of Isfahan during the 2023-2024 academic year. 40 participants who met the inclusion criteria were selected using convenience sampling and were randomly assigned to experimental and control groups (20 participants each). The research was designed as quasi-experimental study employed pre-test and post-test with a control group. Both groups were assessed using the Rabio et al. (2007) Emotional Adjustment Questionnaire and the Friedman & Jacob (1997) Test Anxiety Questionnaire in two stages: pre-test and post-test. The experimental group received emotion regulation training in eight 90-minute sessions, while no intervention was conducted for the control group. Data analysis using multivariate analysis of covariance revealed that emotion regulation training caused a significant difference between the experimental and control groups in the both research variables. Based on these findings, emotion regulation training using Gross’s approach could be applied to improve emotional adjustment and reduce test anxiety among female dormitory resident students. Also, cultural transfer, socialization, skill enhancement, and personal growth are among the things that female dormitory resident students could gain through their interactions.
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