اثربخشی آموزش مهارت‌های ذهن‌آگاهی بر کارکردهای عصب‌شناختی در دانش‌آموزان بیش‌فعال مقطع متوسطه اول شهر اردبیل

محورهای موضوعی : تربیتی

احسان گلستانی ¹ , اکبر عطادخت ²

1 - دانشجوی دکتری روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2 - استاد روا‌ن‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

تاریخ دریافت : 1398/11/18 تاریخ پذیرش : 1399/04/28 تاریخ انتشار : 1401/09/01

کلید واژه: ذهن‌آگاهی, بیش‌فعالی, مقطع متوسطه اول, کارکردهای عصب‌شناختی,

چکیده مقاله :

این پژوهش با هدف بررسی اثربخشی آموزش مهارت های ذهن آگاهی بر کارکردهای عصب شناختی در دانش آموزان بیش فعال انجام شد. روش این مطالعه از نوع آزمایشی بود و از طرح پیش آزمون-پس آزمون با گروه کنترل استفاده شد. جامعه آماری شامل کلیه دانش آموزان مقطع متوسطه اول شهر اردبیل در سال تحصیلی 1397-1398 بودند. در ابتدا با روش نمونه گیری خوشه ای از میان مناطق پنج گانه آموزش و پرورش شهر اردبیل، منطقه یک آن انتخاب و از میان 8 مدرسه متوسطه اول 2 مدرسه و سپس با روش نمونه گیری هدفمند تعداد 36 دانش آموز با نشانه های بیش فعالی انتخاب و در دو گروه 18 نفری آزمایش و کنترل گمارش شدند. برای جمع آوری داده ها از مقیاس درجه بندی SNAP-IV (Swanson, Nolan and Pelham, 2001) و نرم افزار آزمون استروپ کلاسیک (Khodadadi, Mashhadi & Amani, 2014) به صورت پیش آزمون و پس آزمون استفاده شد. تجزیه و تحلیل داده ها با آزمون های لوین، کولموگروف اسمیرنوف و تحلیل کوواریانس انجام گرفت. نتایج نشان داد که تفاوت تداخل نمره و تداخل زمان در پس آزمون بین گروه آزمایش و کنترل در سطح آلفای 05/0 معنی داری می باشد و نشان می دهد که آموزش مهارت های ذهن آگاهی در کاهش تداخل نمره و تداخل زمان در آزمون استروپ کلاسیک تاثیر دارد.

چکیده انگلیسی:

This study aimed to investigate the effect of teaching mindfulness skills on neurological functions in hyperactive students. The method of this study was experimental and pre-test and post-test design with control group. The statistical population of this study was all students of the first high school of Ardebil in the academic year 1397-1398. At first, from of five educational area in Ardabil city, the first area and from of 8 high school on that area, 2 high school were selected by cluster sampling method, and then 36 students with hyperactive symptoms were selected by purposeful sampling method and were assigned to two experimental and control groups each 18 subjects. For collecting data, The SNAP-IV scale (Swanson, Nolan & Pelham, 2001) and The Classic Stroop test software (Khodadadi, Mashhadi & Amani, 2014) were used in the form of pre-test and post-test. Data were analyzed by Levin, Kolmogorov-Smirnov and covariance analysis tests. The results showed that the difference between the score interference and time interference in the post test between the experimental and control groups was significant at the alpha level of 0.05, indicating that the training of mindfulness skills have affects in reducing the interference of the score and the interference of time in the classic Stroop test.

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