مقایسه اثربخشی درمان مبتنی بر چشم‌انداز زمان با درمان شناختی رفتاری بر انگیزش تحصیلی، شیفتگی تحصیلی، اهمال‌کاری تحصیلی و پایداری تحصیلی در دانش‌آموزان سیل‌زده مقطع متوسطه دارای علائم اختلال استرس پس از سانحه

نویسندگان

    فریبا رضایی دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
    مژگان عارفی * استادیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران mozhgan.arfi@yahoo.com
    محسن گل‌پرور استاد، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
https://doi.org/10.61838/jsied.4.1.7

کلمات کلیدی:

انگیزش تحصیلی, اهمال کاری تحصیلی, پایداری تحصیلی, درمان شناختی رفتاری, درمان مبتنی بر چشم انداز زمان, شیفتگی تحصیلی

چکیده

در این پژوهش مقایسه اثربخشی درمان مبتنی بر چشم انداز زمان، با درمان شناختی رفتاری بر انگیزش تحصیلی، شیفتگی تحصیلی، اهمال کاری تحصیلی و پایداری تحصیلی در دانش آموزان سیل زده مقطع متوسطه دارای علائم اختلال PTSD بررسی شد. طرح پژوهش به روش نیمه آزمایشی گسترش یافته با پیش آزمون-پس آزمون و گروه کنترل و مطالعه پیگیری می‌باشد. جامعه آماری پژوهش شامل کلیه دانش آموزان متوسطه اول سال تحصیلی 1400-1399 دبیرستان‌های مناطق باوی، کارون، حمیدیه و شاوور استان خوزستان بود. بعد از غربال گری اولیه و رضایت والدین و دانش آموزان 60 نفر انتخاب شدند و به صورت کاملا تصادفی 20 نفر در گروه مداخلات شناختی-رفتاری، 20 نفر در گروه درمان مبتنی بر چشم انداز زمان و 20 نفر در گروه کنترل گمارش شدند. از پرسشنامه‌های اختلال PTSD می‌سی سی پی، انگیزش تحصیلی، فرم کوتاه مقیاس شیفتگی مارتین و جکسون، اهمال کاری تحصیلی و پایداری تحصیلی استفاده شد. داده‌ها با نرم افزار 24spss به روش تحلیل کوواریانس چند متغیری و تک متغیری تجزیه و تحلیل شد. نتایج نشان داد فرضیه‌های مربوط به اثربخشی درمان مبتنی بر چشم انداز زمان و درمان شناختی رفتاری بر انگیزش تحصیلی، شیفتگی تحصیلی، اهمال کاری تحصیلی و پایداری تحصیلی تایید شدند، ولی فرضیه‌های مربوط به مقایسه اثربخشی این دو درمان بر متغیرهای وابسته تایید نشد. بنابراین اجرای درمان‌های مبتنی بر چشم انداز زمان، شناختی رفتاری برای متغیر‌های وابسته پژوهش و مشکلات تحصیلی دیگر دانش آموزان دختر و پسر در مقاطع تحصیلی مختلف توصیه می‌شود.

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رضایی ف. .، عارفی م. .، و گل‌پرور م. . (1403). مقایسه اثربخشی درمان مبتنی بر چشم‌انداز زمان با درمان شناختی رفتاری بر انگیزش تحصیلی، شیفتگی تحصیلی، اهمال‌کاری تحصیلی و پایداری تحصیلی در دانش‌آموزان سیل‌زده مقطع متوسطه دارای علائم اختلال استرس پس از سانحه. نشریه پژوهش و نوآوری در تربیت و توسعه، 4(1)، 131-149. https://doi.org/10.61838/jsied.4.1.7

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