اثربخشی درمان مبتنی بر پذیرش و تعهد بر اهمال‌کاری دانش‌آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه شهید رجایی، تهران، ایران.

2 عضو هیئت علمی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهیدرجایی، تهران، ایران.

3 کارشناس ارشد مشاوره، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهیدرجایی، تهران، ایران.

چکیده

اهمال­کاری تحصیلی مشکل رفتاری شایع در محیط­های آموزشی است که دارای پیامد­های منفی تحصیلی بوده و بررسی و شناسایی عوامل موثر بر آن حائز اهمیت است. هدف اصلی پژوهش حاضر بررسی اثر­بخشی آموزش درمان مبتنی بر پذیرش و تعهد بر اهمال­کاری دانش­آموزان است. روش پژوهش حاضر نیمه آزمایشی از نوع پیش­آزمون و پس­آزمون با گروه کنترل است. جامعه آماری این پژوهش کلیه­ی دانش­آموزان مقطع دوم متوسطه دبیرستان شهید صادقی تهران در سال تحصیلی 98-97 است.نمونه پژوهش شامل 30 دانش­آموز(15 نفرگروه آزمایش، 15 نفر گروه کنترل) از کسانی که دارای یک انحراف بالاتر از میانگین از پرسشنامه اهمال­کاری تحصیلی کسب کرده بودند و به طور تصادفی انتخاب و در دو گروه 15 نفری آزمایش و کنترل جایگزین شدند. گروه آزمایش تحت 8 جلسه آموزش درمان مبتنی بر پذیرش و تعهد قرار گرفت در حالی که گروه کنترل هیچ مداخله­ای دریافت نکرد. برای اندازه­گیری متغیرها،  پرسشنامه اهمال­کاری سولومون و راثبلوم(1984) برای هر دو گروه اجرا شد و داده­های به دست­آمده از از اجرای پیش­آزمون و پس­آزمون با استفاده از روش تحلیل کوواریانس چند متغیری و تک متغیری مورد تجزیه و تحلیل قرار گرفت. نتایج تحلیل کوواریانس چند­متغیری و تک­متغیری نشان داد که آموزش درمان مبتنی بر پذیرش و تعهد باعث کاهش اهمال­کاری دانش­آموزان در مقایسه با گروه کنترل در پس­آزمون بوده است. بنابراین؛ مداخله درمان مبتنی بر پذیرش و تعهد می­تواند جزء برنامه­های مداخلاتی مراکز مشاوره مدارس به منظور کاهش اهمال­کاری گروه­های هدف قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment Therapy on Students' Malpractice

نویسندگان [English]

  • Najaf TahmasebiPour 1
  • sadegh nasri 2
  • saide derogar 3
1 Faculty Member, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee University, Tehran, Iran
2 Faculty Member, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Tarbiat Modarres University, Tehran, Iran
3 MSc in Counseling, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Tarbiat University, Tehran, Iran
چکیده [English]

Academic Procrastination is a common behavioral problem in academic environments and has negative academic- consequences and it is important identify and investigate the factors influencing it. Hence, purpose of the present study was to investigate the effectiveness of training of Acceptance and Commitment therapy on academic procrastination among students. This study was conducted semi-experimentally with pretest-posttest control group design. Statistical society of this research is  all second course high school female students in Shahid Sadeghi school in Tehran years 1397-1398. and sample included 30 students who were their Academic Procrastination was one standard deviation above the mean that were replaced randomly to the experimental group (n = 15) and control group (n = 15). Experimental group were treated by Acceptance and Commitment Therapy in eight sessions, it is used academic procrastination Solomon and Rothblum questionnaire (1984) to measure the variable. Collected data analyzed by multi variate analys of covariance. The results of multivariate analysis of covariance and univariate analysis of covariance showed that acceptance and commitment therapy in the experimental group leads to decrease Academic Procrastination compared to control group in post Test. There is a significant difference between the two groups. The findings suggest that acceptance and commitment therapy is an effective approach on reduce Procrastination. Thus, the Acceptance and Commitment Therapy based intervention can be used decrease Academic Procrastination in target groups in school counseling centers

کلیدواژه‌ها [English]

  • Acceptance and Commitment Therapy
  • academic procrastination
  • Students
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