اثربخشی آموزش راهبردهای نظم‌جویی هیجان بر علائم حساسیت اضطرابی دانشجویان مبتلا به اختلال اضطراب اجتماعی
محورهای موضوعی : تربیتیخدامراد مومنی 1 , نگار محمودی 2
1 - گروه روان‌شناسی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران.
2 - دانشجوی دکترای تخصصی، دانشگاه رازی، کرمانشاه، ایران.
کلید واژه: راهبردهای نظم‌جویی هیجان, دانشجویان, اضطراب اجتماعی, حساسیت اضطرابی,
چکیده مقاله :
هدف از این پژوهش اثربخشی آموزش راهبردهای نظم‌جویی هیجان بر علائم حساسیت اضطرابی دانشجویان مبتلا به اختلال اضطراب اجتماعی بود. طرح پژوهش از نوع نیمه‌آزمایشی با پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعۀ آماری پژوهش، همۀ دانشجویان دانشگاه آزاد ساوه در سال تحصیلی 1395 -1394 بود. با استفاده از نمونه‌گیری در دسترس 28 نفر از این افراد انتخاب و به‌طور تصادفی در دو گروه آزمایش (14 نفر) و کنترل (14 نفر) قرار گرفتند. ابزارهای سنجش شامل پرسشنامۀ اضطراب اجتماعی (kannor, 2000) و پرسشنامۀ حساسیت اضطرابی (Reiss and Peterson 1985) بود. گروه آزمایش آموزش راهبردهای نظم‌جویی هیجان در 10 جلسۀ 90 دقیقه‌ای دریافت نمودند. پس از اتمام برنامه آموزشی و گرفتن پس‌آزمون از دو گروه، پس از دو ماه پیگیری به عمل آمد. داده‌ها با استفاده از روش تحلیل واریانس با اندازه‌گیری مکرر و آزمون تعقیبی بون‌فرنی مورد تحلیل قرار گرفتند. یافته‌ها نشان داد که آموزش راهبردهای نظم‌جویی هیجان باعث کاهش حساسیت اضطرابی دانشجویان مبتلا شده است (p < 0\001). نتایج پیگیری نمرات گروه آزمایش پس از دو ماه، حاکی از ماندگاری اثر مداخلات بود.
The purpose of this study was to determine the effects of educating Emotion Regulation strategies on symptoms of social anxiety in students with Social Anexity Disorder. The design was semi-experimental pretest-posttest with control group. The statistical population was all of studedents of azad university in saveh in academic year 94-95. By using available sampling, 28 subjects were selected and randomly assigned to an experimental (14 students) and a control (14 students) group. The assessment tools included Questionnaire of social anxiety )kannor, 2000) and Questionnaire of anexiety sensitivity (Reiss and Peterson 1985). experimental group received educating Emotion Regulation strategies in 10 sessions (90 minutes each). By finishing the experimental plan, a post test was taken from two groups and was followed after two months. The obtained data was analyzed statistically by using of analysis of Repeated Measures ANOVA and Bonferroni tests. The results of analysis of showed that educating Emotion Regulation strategies decreases Anxiety Sensitivity (p < 0\001) of students. Following up the grades of experimental group after two months indicated sustainment of intervention effect.
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