اثربخشی آموزش کاهش استرس مبتنی بر ذهن‌آگاهی بر جرأت‌ورزی و دلزدگی تحصیلی دانش‌آموزان دختر دوره متوسطه اول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد، گروه روان‌شناسی تربیتی، موسسه آموزش عالی چرخ نیلوفری آذربایجان، تبریز، ایران.

2 مدرس، گروه روان‌شناسی، موسسه آموزش عالی نبی اکرم (ص)، تبریز، ایران.

10.22123/chj.2021.259434.1625

چکیده

مقدمه: دانش‌آموزان آینده‌سازان کشور هستند و باید با مداخلات متنوع، معضلات تحصیلی و آموزشی آن‌ها را بهبود بخشید. هدف پژوهش حاضر، تعیین اثربخشی آموزش کاهش استرس مبتنی بر ذهن­آگاهی بر جرأت‌ورزی و دلزدگی تحصیلی دانش‌آموزان دختر دوره متوسطه اول می‌باشد.
مواد و روش ­ها: روش پژوهش، نیمه­تجربی با طرح پیش‌آزمون-پس‌آزمون و پیگیری با گروه کنترل بود. جامعه آماری پژوهش را دانش‌آموزان دختر دوره متوسطه اول مدارس شهرستان جلفا در سال تحصیلی 99-1398 تشکیل دادند (895 نفر). تعداد 30 نفر با استفاده از روش نمونه‌گیری هدفمند انتخاب شدند و به‌ طور تصادفی در دو گروه قرار گرفتند. گروه آزمایش، در 8 جلسه 5/1 ساعته تحت آموزش کاهش استرس مبتنی بر ذهن­آگاهی قرار گرفتند. گروه کنترل آموزشی دریافت نکردند. ابزارهای اندازه‌گیری، پرسشنامه‌های جرأت‌ورزی گمبریل و ریچی، و دلزدگی تحصیلی بودند. تجزیه و تحلیل یافته‌ها توسط آزمون تحلیل واریانس آمیخته با اندازه‌گیری مکرر انجام گرفت.
یافته‌ها: میانگین و انحراف معیار متغیرهای جرأت‌ورزی و دلزدگی تحصیلی گروه آزمایش در پیش‌آزمون به ترتیب 61/12±80/118 و 98/10±13/67؛ و در گروه کنترل 85/11±20/119 و 71/13±80/70 بود. در پس‌آزمون، نمره جرأت‌ورزی گروه آزمایش (70/11±07/109) در مقایسه با گروه کنترل (88/11±13/119) بهبود یافت (001/0>p)، و نمره دلزدگی تحصیلی گروه آزمایش (75/10±93/57) نسبت به گروه کنترل (89/13±67/70) کمتر شد (001/0>p). در مرحله پیگیری، اثر آموزش کاهش استرس مبتنی بر ذهن­آگاهی بر جرأت‌ورزی و دلزدگی تحصیلی ماندگار بود (001/0>p).
نتیجه‌گیری: بر طبق نتایج می‌توان گفت آموزش کاهش استرس مبتنی بر ذهن­آگاهی می‌تواند به ‌عنوان روشی مؤثر در افزایش جرأت‌ورزی و کاهش دلزدگی تحصیلی دانش‌آموزان مورد استفاده قرار گیرد.  

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of Mindfulness-based Stress Reduction Training on Assertiveness & Academic Boredom of Female High School Students

نویسندگان [English]

  • M Naghizadeh Alamdari 1
  • H Smkhani Akbarinejhad 2
1 MSc, Dept of Educational Psychology, University of Charkhe Niloufari Azarbaijan, Tabriz, Iran.
2 Lecturer, Dept of Psychology, Nabi Akram University, Tabriz, Iran. (Corresponding Author)
چکیده [English]

Introduction: Given that students are the future makers of the country, their educational and training problems should be considered in order to be improved by psychological interventions. Thus, this study aims to determine the effectiveness of mindfulness-based stress reduction training on assertiveness and academic boredom of female high school students.
Materials and Methods:  This study was semi-experimental with pre-test, post-test, and follow-up with the control group. The study population consisted of 895 female students of the first-grade secondary school in Jolfa city in the academic year of 2019-2020. In total, 30 people, according to the inclusion and exclusion criteria, were selected using the purposive sampling method and randomly divided into two groups. Both experimental groups received their treatment in 8 sessions of 1.5 hours; however, the control group did not receive any training. Measuring instruments were Gambrill and Richey's assertiveness and academic boredom questionnaire. The findings were analyzed using ANOVA with repeated measures.
Results: The mean variables of assertiveness and academic boredom of the experimental group in the pre-test were 118.80±12/61 and 67.13±10/98, respectively. Additionally, the mean variables of assertiveness and academic boredom in the control group were 119.20±11/85 and 70.80±13/71, respectively. The results showed that in the post-test, the assertiveness score of the experimental group (109.07±11/70) improved compared to the control group (119.13±11/88) (p<0.001); also, the academic boredom score of the experimental group (57.93±10/75), compared to the control (70/67±13/89), decreased (p<0.001). The results further showed that in the follow-up phase, the effect of mindfulness-based stress reduction training on assertiveness (109.53±11/85) and academic boredom (58.80±10/33) was lasting (p<0.001).
Conclusion: According to the obtained results, mindfulness-based stress reduction training can be used as an effective strategy to increase assertiveness and reduce academic boredom in students.



 



 

کلیدواژه‌ها [English]

  • Mindfulness-based Stress Reduction Training
  • Assertiveness
  • Academic Boredom
  • Student

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