بررسی اثر بخشی بازخوردهای مدرس در قالب آموزش مبتنی بر پذیرفتن و پایبندی عملکردی بر راهبردهای مقابله‌ای

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

2 دانشجوی کارشناس ارشد، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، شهر رودهن، ایران.

3 دانش آموخته کارشناسی ارشد، گروه روان‌شناسی بالینی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، شهر کرج، ایران.

4 دکترای روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

5 دانشجو، گروه علوم تربیتی، دانشکده ادبیات، دانشگاه فرهنگیان، شهر خرم آباد، ایران.

چکیده

پژوهش حاضر با هدف بررسی اثر بخشی بازخوردهای مدرس در قالب آموزش مبتنی بر پذیرفتن و پایبندی عملکردی بر راهبردهای مقابله‌ای در دانشجویان پسرانجام گرفت. روش پژوهش حاضر از نوع نیمه آزمایشی با استفاده از طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری پژوهش حاضر شامل تمامی دانشجویان پسر دانشگاه علوم پرشکی همدان در سال تحصیلی 98_97 بود. بر اساس جامعه آماری و هدف پژوهش با توجه به مقایسه‌ای بودن آن، تعداد 40 نفر از دانشجویان پسر دانشگاه علوم پزشکی همدان، پس از انجام مرحله غربال‌گری انتخاب گردید. برای انتخاب نمونه از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای استفاده شد. در پژوهش حاضر برای اجرای پژوهش از روش میدانی و برای جمع آوری اطلاعات از پرسش‌نامه رابردهای مقابله‌ای استفاده شد. داده‌های به دست آمده با استفاده از روش تحلیل کوواریانس تجزیه و تحلیل شدند. یافته‌های حاصل از این پژوهش نشان داد که بازخوردهای مدرس در قالب آموزش مبتنی بر پذیرفتن و پایبندی عملکردی بر راهبردهای مقابله‌ای تأثیر معنی‌داری داشته است(01/0p < ).

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Teacher Feed backs in the Education Form of Acceptance and Functional Commitment on Coping Strategies

نویسندگان [English]

  • Ezatollah ghadampour 1
  • Farideh Mirzaeii 2
  • Sama Jadidi 3
  • Mahdi Yousefvand 4
  • Zoleikha Zarei 5
1 Faculty Member, Department of Psychology, Faculty of Literature & Humanities, Lorestan University, Khorramabad, Iran.
2 M.A. Student, Consultation Department, Faculty of Psychology and Educational Sciences, Islamic Azad University, Roodehen, Iran.
3 M.Sc. student, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Karaj, Iran.
4 Ph.D. in Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.
5 Student, Department of Educational Sciences, Faculty of Literature, Farhangian University, Khorramabad, Iran.
چکیده [English]

The purpose of this study was to investigate the effectiveness of teacher feedbacks in the education form of acceptance and commitment on coping strategies in male students. Hence, the research method was a semi-experimental design using a pre-test-post-test design with control group. The statistical population of this study included all male students of Hamedan University of Medical Sciences in the academic year of 1998-97. Based on the statistical society and the aim of the study, 40 male students of Hamadan University of Medical Sciences were selected and compared after screening. A multistage cluster sampling method was also used to select the sample. In this research, the field method was used to conduct the research, and the coping strategies questionnaire was used to collect information. Then, the data were analyzed using covariance analysis. Consequently, the findings of this study showed that the feedback of the teacher in education of acceptance and functional commitment on coping strategies had a significant effect.

کلیدواژه‌ها [English]

  • Behavior
  • acceptance and commitment based education
  • coping strategies
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