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، شهریور 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

 

 

 

 

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