بررسی اثربخشی القای خلق بر کنش های اجرایی و نظریه ذهن دانشجویان دختر

پژوهش های روان شناسی بالینی و مشاوره

مقاله 2، دوره 15، شماره 1 - شماره پیاپی 29، شهریور 1404، صفحه 25-54   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2025.76828.1292

نویسندگان

آلاله عطاران خراسانی¹؛ ایمان الله بیگدلی^{* 2}؛ علی مشهدی²

¹کارشناسی ارشد روانشناسی بالینی، دانشگاه فردوسی مشهد، مشهد، ایران.

²استاد دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

چکیده

هدف : این پژوهش در پی بررسی تاثیر حالت‌های خلقی مختلف ( هم خلق مثبت که شامل شادی و آرامش و هم خلق منفی که شامل ترس و خشم ) بر دو کنش اجرایی سرد (حافظه فعال و بازداری) و کنش اجرایی گرم ( نظریه ذهن) در دانشجویان دختر بود.
روش: این پژوهش از نوع نیمه­آزمایشی و از طرح پیش­آزمون – پس­آزمون است. جامعه آماری این پژوهش را کلیه دانشجویان دختر دانشگاه فردوسی مشهد در سال تحصیلی 1400-1399 تشکیل داد. در این پژوهش از افراد واجد شرایط 75 نفر به صورت در دسترس انتخاب و به صورت تصادفی در چهار گروه آزمایشی و یک کنترل گمارده شدند (15 نفر برای هر گروه). برای جمع­آوری داده­ها از پرسشنامه پاناس؛ آزمون ذهن خوانی از طریق تصویر چشم و آزمون برو-نرو و n-back و برای بررسی فرضیه‌های پژوهش نیز از آزمون کوواریانس استفاده شد.
یافته‌ها: نتایج پژوهش نشان داد القای خلق مثبت میزان عواطف منفی را کاهش و میزان عواطف مثبت را به طور معنی‌داری افزایش می‌دهد. همچنین القای خلق مثبت تاثیر معناداری بر کنش­های اجرایی مانند بهبود ظرفیت حافظه کاری، بازداری و بهبود عملکرد نظریه ذهن در دانشجویان دختر دارد (05/0P˂).
نتیجه‌گیری: این یافته‌ها نشان می‌دهد که القای خلق مثبت می‌تواند به‌عنوان یک مداخله مؤثر در بهبود کنش‌های اجرایی و نظریه ذهن مورد استفاده قرار گیرد. استفاده از این روش در محیط‌های آموزشی و روان‌شناختی می‌تواند به ارتقای عملکرد شناختی و اجتماعی دانشجویان کمک کند.

کلیدواژه‌ها

القای خلق؛ کنش‌های اجرایی؛ دانشجویان دختر

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