اثربخشی طرحواره درمانی گروهی بر تعلل‌ورزی تحصیلی و خودتنظیمی در یادگیری دانش‌آموزان دختر مقطع دوم متوسطه

پژوهش های روان شناسی بالینی و مشاوره

مقاله 5، دوره 10، شماره 1 - شماره پیاپی 19، بهار و تابستان 1399، صفحه 70-86  

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2020.39365

نویسندگان

نرگس هاشمی زاده نهی ¹؛ محمود جاجرمی²؛ حسین مهدیان²

¹دانشجو/دانشگاه آزاد اسلامی،بجنورد

²استادیار/دانشگاه آزاد اسلامی، بجنورد، ایران

چکیده

هدف: هدف پژوهش حاضر بررسی اثربخشی طرحواره درمانی گروهی بر تعلل‌ورزی تحصیلی و خودتنظیمی یادگیری دانش‌آموزان دختر  دوره متوسطه  بود.
روش: روش پژوهش نیمه آزمایشی از نوع پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل همه دانش‌آموزان دختر دوره متوسطه شهر مشهد در سال تحصیلی 98- ۱۳۹۷ بود. نمونه پژوهش شامل 30 نفر دانش‌آموزی بود که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به‌طور تصادفی در دو گروه آزمایش و کنترل (هر گروه 15 نفر) گماشته شدند. مداخله به‌صورت گروهی طی ده جلسه ۹۰ دقیقه‌ای‌ بر روی دانش آموزان گروه آزمایش اجرا شد (دوجلسه در هفته). دانش آموزان گروه کنترل هیچ مداخله ای دریافت نکردند. هر دو گروه پرسشنامه‌های مقیاس ارزیابی تعلل‌ورزی دانش‌آموزی (سولومون و راثبلوم، 1984) و پرسشنامه راهبردهای خودتنظیمی یادگیری (پینتریج و دی گروت، 1990) را در مراحل پیش‌آزمون، پس‌آزمون و پیگیری تکمیل کردند. داده‌ها با روش تحلیل واریانس با طرح اندازه‌گیری مکرر تحلیل شدند.
یافته‌ها:نتایج پژوهش نشان داد که طرحواره درمانی گروهی منجر به کاهش تعلل‌ورزی تحصیلی و افزایش خودتنظیمی یادگیری دانش‌آموزان گروه آزمایش در مقایسه با  دانش آموزان گروه کنترل‌ شده است.

کلیدواژه‌ها

طرحواره درمانی؛ تعلل‌ورزی تحصیلی؛ خودتنظیمی یادگیری

اصل مقاله

 

 

 

 

مراجع

Abolghasemi, A., Barzegar, s., & Rostamoghli, Z. (2014). The effectiveness of self- regulation learning Training on academic motivation and self- efficacy of students with mathematics disorder. journal of learning disabilities, 4(2), 6-21. (In Persian) 

Alavi Langroodi, S., & Nikzad Moghadam, M. (2015). Effectiveness of Cognitive–Behavioral Therapy on The Decreasing of Relapse of Addiction to Norcotic In The Collegian Students And It s influence on The Increasing of Their Achievement Motivation. Tolooebehdasht, 14(1), 1-11. (In Persian)

Alborzi, S., & Samani, S. (1999). Evaluation and comparison of motivational beliefs and self- regulatory strategies for learning among male and female students of different levels. Journal of Social Sciences and Humanities Shiraz University, 29, 11-18. (In Persian)

Bach, B., & Farrell, J. M. (2018). Schemas and modes in borderline personality disorder: The mistrustful, shameful, angry, impulsive, and unhappy child. Psychiatry Research, 259, 323-329.

Badri Gargari, R., & FathiAzar, A. (2010). comparison of effect of the group problem based learning and traditional teaching on critical thinking of teacher Students. Journal of Research in educational psychology, 8(2), 27-42. (In Persian)

Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165-172.

Carvalho, J., & Nobre, P. J. (2014). Early maladaptive schemas in convicted sexual offenders: Preliminary findings. International journal of law and psychiatry, 37(2), 210-216.

Cho, S. (2010). The role of IQ in the use of cognitive strategies to learn information from a map. Learning and Individual Differences, 20(6), 694-698.

Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.

Cormier, A., Jourda, B., Laros, C., Walburg, V., & Callahan, S. (2011). Influence between early maladaptive schemas and depression. L'Encephale, 37(4), 293-298.

Dietz, F., Hofer, M., & Fries, S. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77(4), 893-906.

ejei, j., & hatami, m. (2014). Predicting procrastination in base of irrational beliefs, frustration discomfort beliefs, self-efficacy, and self-regulation. journal of Research in Psychological Health, 8(4), 58-73. (In Persian)

Ghadampour, E., Amiri, F., Zangi Abadi, M., & AsliAzad, M. (2015). The Effectiveness of Cognitive-Behavioral Interaction based on secondary procrastination on Self-Esteem,Performance and academic procrastination of high school students. Iranian Journal of Rehabilitation Research in Nursing, 1(3), 3-44. (In Persian)

Ghaderi, F., Kalantari, M., & Mehrabi, H. (2016). Effect of group schema therapy early maladaptive schemas modification and reduce of social anxiety disorder symptoms. Clinical Psychology studies, 6(24), 1-28. (In Persian)

Ghandehari, A., & Dehghani, A. (2018). Effectiveness of Group Schema Therapy in Metacognitive Beliefs and Methadone Dose Reduction in Men under Methadone Treatment. Research on Addiction, 11(44), 169-186. (In Persian)

Ghorbani Jahromi, R., Hejazi, E., Ejei, J., & Khodayarifard, M. (2015). Investigating the Mediating Role of Achievement Goals in the Relationship between Need for Cognition and Cognitive Engagement: The Effect of Procrastination Context. Quarterly journal of Social Cognition, 19(1), 3-21. (In Persian)

Golestani Bakht, T., & Shokri, M. (2013). Relationship between Academic Procrastination with meta cognitive beliefs. Social Cognition, 2(1), 89-100. (In Persian)

Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.

Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of learning disabilities, 47(2), 116-124.

Horebeek, W. V., Michielsen, S., Neyskens, A., & E, D. (2004). Counseling the procrastinator in academic settings. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), (pp. 118-105): American Psychological Association.

Jokar, B., & Delavar poor, M. (2007). The relation ship between educational procrastination and achive ment goals. Journal Tittle new educational ideas, 3(3), 61-80. (In Persian)

Kandemir, M., & Palancı, M. (2014). Academic functional procrastination: Validity and reliability study. Procedia-Social and Behavioral Sciences, 152, 194-198.

Kazemi, H., & Motahari, s. (2014). The Relation ship between early maladaptive schemes and metacognitive states in male and female students. Journal title: cognitive and Behavioral sciences Research, 1(4), 11-22. (In Persian)

Kellogg, S. H., & Young, J. E. (2006). Schema therapy for borderline personality disorder. Journal of clinical psychology, 62(4), 445-458.

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.

Kreuter, E. A., & Moltner, K. M. (2014). Treatment and management of maladaptive schemas: Springer.

Mohammad-Beigi, A., Bakhtiari., M., Mohammadkhani, S., & Sadeghi, Z. (2013). The relation between Early Maladaptive schema and procrastination and mental Health of medical and non- medical sciences. Journal of Mazandaran University of Medical Sciences 29(97), 26-34. (In Persian)

Mousazadeh, M., & Golmohammadian, M. (2016). The effectiveness of cognitive –Behavioral Intervention on academic Delay in High school femal students. Paper presented at the 9th international congress on psychotherapy, Tehran. (In Persian)

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.

Pugh, M. (2015). A narrative review of schemas and schema therapy outcomes in the eating disorders. Clinical psychology review, 39, 30-41.

Rebetez, M. M. L., Rochat, L., & Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6.

Sajjadi, N., Golmohammadian, M., & Hojjatkhah, S. M. (2016). The Effectiveness of Schema Therapy on Academic Motivation amongst High school Female Students Knowledge and research in Applied psychology, 17(1), 35- 43. (In Persian)

Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary educational psychology, 31(1), 64-96.

Shipp, A. J., Edwards, J. R., & Lambert, L. S. (2009). Conceptualization and measurement of temporal focus: The subjective experience of the past, present, and future. Organizational behavior and human decision processes, 110(1), 1-22.

Sobhi- Gharamaleki, N., Pourabdol.s, Abbasi, M., Beigan, J., & Nabidoost, A. (2015). Effectiveness of group schema therapy on modulating of primary maladaptive schemas in abused students. Journal research in Education systems, 9(28), 30-37. (In Persian)

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503-509.

Toker, B., & Avcı, R. (2015). Effect of cognitive-behavioral-theory-based skill training on academic procrastination behaviors of university students. Educational Sciences: Theory & Practice, 15(5), 1157-1168.

Yaghoubi, A., Mohaghegh, H., Amiri, L., & Esfandiari, K. (2015). on The Relationship of Attitudes toward substance Abuse with Irrational Beliefs and Academic procrastination. Research on Addiction, 9(36), 9-18. (In Persian)

Yong, F. L. (2010). A study on the assertiveness and academic procrastination of English and communication students at a private university. American Journal of Scientific Research, 9, 62-71.

Young, J. E., Klosko, J. S., & Weishaar, M. E. (2013). Schema therapy: A practitioner's guide: Guilford Press.

Zakeri, H., Esfahani, B. N., & Razmjoiy, M. (2013). Parenting styles and academic procrastination. . Procedia-Social and Behavioral Sciences, 84, 57-60.  (In Persian)