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اثربخشی آموزش برنامه خود-شفقتی ذهن آگاه بر فرسودگی تحصیلی، تابآوری تحصیلی و خودنظمبخشی تحصیلی دانشآموزان مقطع متوسطه | ||
روان شناسی مدرسه و آموزشگاه | ||
مقاله 8، دوره 12، شماره 4، 1402، صفحه 109-124 اصل مقاله (959.25 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/jsp.2024.3199.5211 | ||
نویسندگان | ||
بشری عبداللهی1؛ امید عیسی نژاد* 2 | ||
1کارشناسی ارشد مشاوره، دانشکده علوم انسانی و احتماعی، دانشگاه کردستان، سنندج، ایران. | ||
2دانشیار گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران. | ||
چکیده | ||
هدف: پژوهش حاضر با هدف بررسی اثربخشی آموزش برنامه خود-شفقتی ذهن آگاه بر فرسودگی، تابآوری و خودنظمبخشی تحصیلی دانشآموزان مقطع متوسطه شهر پاوه صورت گرفت. روشها: روش پژوهش حاضر روشی نیمه تجربی و در قالب گروه روانی-آموزشی از نوع پیش آزمون-پس آزمون و پیگیری بود. در این پژوهش سه گروه آزمایش، گواه و پیگیری (با فاصله دوماه) وجود داشت. 40 دانشآموز دختر مقطع دوم متوسطه شهر پاوه به شیوه تصادفی از بین افراد حاضر به همکاری و براساس شرایط ورود و خروج انتخاب شدند. نمونه انتخاب شده با استفاده از طرح تصادفی بلوکی در دو گروه (آزمایش و انتظار) جایگزین شد. ابزارهای پژوهشی مورد استفاده نیز عبارت بودند از پرسشنامه تابآوری تحصیلی (ARI) پرسشنامه خود نظم دهی تحصیلی (SRQ-4) و سیاهه فرسودگی مدرسه (SBI). جهت تجزیه و تحلیل دادهها از آمار توصیفی برای خلاصهسازی و نمایش دادهها و در آمار استنباطی از طرح آمیخته اندازهگیری مکرر استفاده شد. همچنین از نرم افزار SPSS-25 در تجزیه و تحلیل دادهها استفاده شد. یافته ها: نتایج نشان داد که برنامه مداخلهای خود-شفقتی ذهن آگاه باعث کاهش فرسودگی تحصیلی و افزایش خودنظم بخشی تحصیلی و تابآوری تحصیلی، در گروه آزمایش در مقایسه با گروه کنترل شده است (01/0>p) و این تأثیر تا مرحله پیگیری باقی مانده است (01/0>p). نتیجه گیری: بر این اساس میتوان نتیجه گرفت که برنامه مداخلهای خود-شفقتی ذهن آگاه بر فرسودگی تحصیلی، تابآوری تحصیلی و خودنظمبخشی تحصیلی دانشآموزان مقطع متوسطه اثربخش است. | ||
کلیدواژهها | ||
آموزش برنامه خود-شفقتی ذهن آگاه؛ فرسودگی تحصیلی؛ تابآوری تحصیلی؛ خودنظم بخشی تحصیلی | ||
مراجع | ||
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