اثربخشی درمان مبتنی بر پذیرش و تعهد در کاهش اضطراب امتحان دانش‌آموزان دارای اختلال یادگیری ویژه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 دکتری روان‌شناسی تربیتی، گروه روانشناسی، دانشگده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

3 کارشناسی ارشد روان‌شناسی تربیتی، گروه روانشناسی، دانشگده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

هدف پژوهش حاضر تعیین اثربخشی درمان مبتنی بر پذیرش و تعهد در اضطراب امتحان دانش‌آموزان دارای اختلال یادگیری ویژه بود. طرح پژوهش حاضر از نوع شبه‌آزمایشی پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل دانش‌آموزان دختر دارای اختلال یادگیری ویژه در شهر تبریز بودند که به روش نمونه‌گیری دردسترس انتخاب شدند. در این راستا، مداخله درمان مبتنی بر پذیرش و تعهد در 8 جلسه برای گروه آزمایش اجرا شد و از مقیاس‌های اضطراب امتحان اشپیلبرگر برای جمع‌آوری داده‌ها در مراحل پیش و پس از آزمون استفاده شد. تحلیل کوواریانس تک متغیره نشان داد که آموزش پذیرش و تعهد میزان اضطراب امتحان را در بین دانش‌آموزان دارای اختلال یادگیری ویژه کاهش می‌دهد. درمان مبتنی بر پذیرش و تعهد به آزمودنی‌ها از طریق انعطاف پذیری روانی، تعامل روانشناختی فرد با افکار و احساساتش، و قبول تجربه‌های ناخوشایند کمک می‌کند تا با اضطراب امتحان مقابله کنند. برای دست‌یابی به فعالیت‌های شواهد-محور، طراحی و اجرای برنامه مداخله‌ای پذیرش و تعهد برای کاهش اضطراب امتحان سایر دانش‌آموزان دارای نارسایی‌های تحولی پیشنهاد می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment-Based Therapy on Test Anxiety toward Students with Specific Learning Disability

نویسندگان [English]

  • Shahrooz Nemati 1
  • Narges Pourtaleb 2
  • Hadyeh Gasemi 3
1 Associate Proffesor, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
2 Ph.D. of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
3 M.Sc of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
چکیده [English]

The aim of the current research was to determine the effectiveness of acceptance and commitment-based therapy on test anxiety of students with a specific learning disability. The design of the research was quasi-experimental with pre-test and post-test with a control group. The statistical population included all female students with specific learning disabilities in Tabriz who were selected by convenience sampling. In the same vein, the Acceptance and commitment therapy protocol was carried out in 8 sessions for the experimental group and the Spielberger, s test anxiety scales were used to collect the data in the pre-and post-test stages. Univariate analysis of covariance revealed that acceptance and commitment training reduces test anxiety among students with specific learning disabilities. Acceptance and commitment-based therapy helps subjects cope with test anxiety through psychological flexibility, psychological interaction with thoughts and feelings, and acceptance of unpleasant experiences. To achieve evidence-based practice, it is recommended to develop and implement an acceptance and commitment intervention program to reduce the test anxiety of other students with developmental disabilities.

کلیدواژه‌ها [English]

  • Specific Learning Disability
  • Test Anxiety
  • Acceptance and Commitment Therapy
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