سلامت جامعه

سلامت جامعه

مقایسه اثربخشی آموزش ذهن‏آگاهی و آموزش کارکردهای اجرایی بر شاخص‏های خودکارآمدی دانش‏آموزان دختر مقطع متوسطه دوم شهر همدان در سال 1403

نوع مقاله : مقاله پژوهشی

نویسندگان
معراج عربی 1
حسین بیگدلی 2
سولماز دبیری 3
1 دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، واحد تهران شمال، دانشگاه آزاداسلامی، تهران، ایران.
2 استادیار، گروه روانشناسی، واحد تهران شرق، دانشگاه آزاداسلامی، تهران، ایران.
3 استادیار، گروه روانشناسی، واحد تهران شمال، دانشگاه آزاداسلامی، تهران، ایران.
10.22123/chj.2025.499311.2153
چکیده
مقدمه: خودکارآمدی و باور به خود می‏تواند نقش مؤثری در موقعیت‏های اجتماعی-تحصیلی دانش‏آموزان داشته باشد. این پژوهش با هدف مقایسه اثربخشی برنامه‏های آموزش ذهن‏آگاهی و کارکردهای اجرایی بر شاخص‏های خودکارآمدی دانش‏آموزان دختر انجام شد.
مواد و روش‌ها: پژوهش، نیمه‏آزمایشی با طرح پیش‏آزمون‏-پس‏آزمون و گروه کنترل بود. تمامی دانش‏آموزان دختر مقطع متوسطه دوم شهر همدان در سال 1403-1402 (1205 نفر) جمعیت آماری پژوهش را تشکیل دادند که با نمونه‏گیری تصادفی خوشه‏ای چند مرحله‏ای تعداد 60 نفر انتخاب و به‏شیوه تصادفی در سه گروه 20 نفری گمارش شدند. داده‏ها توسط چک‏لیست اطلاعات دموگرافیک و پرسش‏نامه خودکارآمدی عمومی Sherer و Maddux گردآوری شدند. آموزش ذهن‏آگاهی طی 8 جلسه و آموزش کارکردهای اجرایی طی 10 جلسه برای گروه‏های آزمایش اعمال شد. گروه کنترل آموزشی دریافت نکرد. داده‏ها توسط آنالیز کوواریانس چندمتغیری تحلیل شد.
یافته‌ها: آموزش ذهن‏آگاهی و کارکردهای اجرایی نسبت به گروه کنترل باعث بهبود شاخص‏های آغاز رفتار (از 456/6=F و 138/0
p در پس‏آزمون)، تکمیل رفتار (از 058/21=F و 454/0
p در پس‏آزمون)، رویارویی با موانع (از 101/2=F و 151/0
p در پس‏آزمون) و نمره کل خودکارآمدی (از 024/112=F و 143/0
p در پس‏آزمون) شدند. آزمون تعقیبی بن‏فرونی بین اثربخشی دو برنامه آموزشی تفاوت معنی‏داری نشان نداد.
نتیجه‌گیری:  با توجه به نتایج، درمانگران و مربیان فعال در عرصه یادگیری می‏توانند جهت بهبود خودکارآمدی دانش‏آموزان استفاده از روش‏های آموزش ذهن‏آگاهی و کارکردهای اجرایی را در کنار سایر برنامه‏های آموزشی مدنظر قرار دهند.
کلیدواژه‌ها
آموزش ذهن&‌‌rlm
آگاهی
آموزش کارکرد اجرایی
خودکارآمدی
دانش&‌‌rlm
آموز دختر

عنوان مقاله English

Comparing the Effects of Mindfulness Training and Executive Functions Training on the Indicators of Self-Efficacy Among Female Senior High School Students of Hamadan City in 2024

نویسندگان English

M Arabi 1
H Bigdeli 2
S Dabiri 3
1 PhD Student of Educational Psychology, Dept. of Psychology, North Tehran Branch, Islamic Azad University,Tehran,Iran.
2 Assistant Prof., Dept. of Psychology, East Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Assistant Prof., Dept. of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.
چکیده English

Introduction: Self-efficacy and self-belief can have an effective role in the social-educational situations of students. Therefore, this research was conducted with the aim of comparing the effectiveness of mindfulness training programs and executive functions on the self-efficacy indicators of female students.
Materials and Methods: The research was semi-experimental with a pretest-posttest design and a control group. The statistical population of the study consisted of all female senior high school students in Hamadan City in 2024, totaling 1,205 individuals. Using multi-stage cluster random sampling, 60 students were selected and randomly assigned to three equal groups of 20 participants each. Data collection was done using demographic information checklist and General Self-Efficacy Questionnaire of Sherer and Maddux. Mindfulness training during 8 sessions and executive functions training during 10 sessions were applied to the experimental groups. The control group did not receive any training. Data were analyzed by multivariate analysis of covariance.
Results: Mindfulness training and executive functions training improved the indicators of behavior initiation (from F=6.456 & p>0.138 in the pre-test to F=19.868 & p<0.001 in the post-test), behavior completion (from F=21.058 & p>0.454 in the pre-test to F=71.107 & p<0.000 in the post-test), facing obstacles (From F=2.101 & p>0.151 in the pre-test to F=26.383 & p<0.001 in the post-test), and total self-efficacy score (From F=112.024 & p>0.143 in the pre-test to F=232.981 & p<0.001 in the post-test) in female students compared to the control group. In addition, Benferroni's post hoc test showed that there was no significant difference between the effectiveness of the two educational programs (p>0.05).
Conclusion: According to the results, therapists and trainers active in the field of learning can consider the use of mindfulness training methods and executive functions in improving students' self-efficacy along with other educational programs.

کلیدواژه‌ها English

Mindfulness training
Executive function training
Self-efficacy
Female student
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سلامت جامعه
دوره 19، شماره 1
بهار 1404
صفحه 1-14