بررسی اثربخشی روش‌های بازآموزی اسنادی و تاب‌آوری شناختی بر رویکردهای یادگیری و هیجانات تحصیلی در دانشجویان داروسازی و پرستاری دانشگاه علوم پزشکی زنجان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی ،دانشگاه آزاد اسلامی ،زنجان ، ایران.

2 عضو هیات علمی ،گروه روانشنلسی ،دانشگاه آزاد اسلامی ،زنجان ،ایران.

3 عضو هیات علمی ،گروه آموزشی بهداشت و ارتقاء سلامت ، دانشگاه علوم پزشکی زنجان، زنجان، ایران.

4 عضو هیات علمی ،گروه روانشناسی ، دانشگاه فرهنگیان ، زنجان ، ایران.

چکیده

هدفپژوهش حاضر مقایسه اثربخشی روش‌های  بازآموزی اسنادی و تاب‌آوری شناختی بر رویکردهای یادگیری و هیجانات تحصیلی در دانشجویان داروسازی و پرستاری دانشگاه علوم پزشکی زنجان بود. روش پژوهش نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری تحقیق شامل کلیه دانشجویان داروسازی و پرستاری در نیمسال اول سال تحصیل98-1397 بودند که با استفاده از روش نمونه‌گیری تصادفی در دو گروه 36 نفری آزمایش و یک گروه 36 نفری کنترل جایگزین شدند و برنامه آموزشی بازآموزی اسناد  و تاب‌آوری شناختی در 7 جلسه روی گروه‌های آزمایش اجرا شد. داده‌های پژوهش با استفاده از پرسشنامه هیجان‌های دانشگاهی عبدالله پور (1394) و پرسشنامه رویکردهای یادگیری میلر و همکاران (1999) پیش از شروع مداخله آموزشی و پس از آن از افراد هر دو گروه جمع‌آوری شد. تجزیه و تحلیل داده‌ها با استفاده از روش‌های توصیفی و تحلیل کوواریانس در نرم‌افزار spss نسخه 23 انجام گرفت. یافته‌های تحلیل کوواریانس نشان داد که برنامه‌ی آموزشی تاب‌آوری شناختی بر رویکردهای یادگیری و هیجانات تحصیلی اثربخشی بیشتری نسبت به برنامه بازآموزی اسنادی داشت (05/0 p<). در نتیجه آموزش تاب‌آوری شناختی می‌تواند به‌عنوان یک روش مداخله‌ای مناسب برای کمک به رویکردهای یادگیری و هیجانات تحصیلی در دانشجویان به کار رود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Attributional Retraining and Cognitive Resilience on Learning Approaches and Academic Emotions in Pharmacy and Nursing Students of Zanjan University of Medical Sciences

نویسندگان [English]

  • Soghra Karami 1
  • Masoud Hejazi 2
  • Mohamadmasoud Vakili 3
  • Mohammad Saeed Ahmadi 4
1 Ph.D. Student of Educational Psychology, Islamic Azad University, Zanjan, Iran.
2 Faculty Member, Department of Psychology, Islamic Azad University, Zanjan, Iran.
3 Faculty Member, Department of Public Health and Health Education, Zanjan university of Medical Sciences, Zanjan, Iran.
4 Faculty Member, Department of Psychology, Farhangian University, Zanjan, Iran.
چکیده [English]

The aim of this study was to compare the effectiveness of documentary training and cognitive resilience methods on learning approaches and academic emotions in pharmacy and nursing students of Zanjan University of Medical Sciences. Method was executed semi-experimental with pretest-posttest design with a control group. Moreover, the statistical population of the study consisted of all pharmacy and nursing students in the first semester of the academic year in 2019 those were randomly divided into two experimental and control groups with 36 members in each group. Then, attributional retraining program and Cognitive Resilience were conducted on the experimental group within 7 sessions. Before and after starting educational intervention, the research data were collected using Abdollahpour University Academic emotions Questionnaire (1394) and Miller's Learning Approach Questionnaire (1999). Afterward, data analysis was performed using descriptive methods and covariance analysis in SPSS software Version 23.  Accordingly, the findings of the covariance analysis indicated that the cognitive resilience program showed more effectiveness on learning approaches and academic emotions than the attribution retraining program (p <0.05).  In conclusion, cognitive re-training can be useful as an academic approach to help students regard learning approaches. Cognitive resilience also can be used as a re-training intervention method to help students in improving their learning approaches and academic emotions.

کلیدواژه‌ها [English]

  • Attributional Retraining
  • Cognitive Resilience
  • Learning Approaches
  • Academic Emotions
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