اثربخشی آموزش برنامه خود-شفقتی ذهن آگاه بر فرسودگی تحصیلی، تاب‌آوری تحصیلی و خودنظمبخشی تحصیلی دانش‌آموزان مقطع متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد مشاوره، دانشکده علوم انسانی و احتماعی، دانشگاه کردستان، سنندج، ایران.

2 دانشیار گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی آموزش برنامه خود-شفقتی ذهن آگاه بر فرسودگی،‌ تاب‌آوری و خودنظم­بخشی تحصیلی‌ دانش‌آموزان مقطع متوسطه شهر پاوه صورت گرفت.  
روش­ها: روش پژوهش حاضر روشی نیمه تجربی و در قالب گروه روانی-آموزشی از نوع پیش آزمون-پس آزمون و پیگیری بود. در این پژوهش سه گروه آزمایش، گواه و پیگیری (با فاصله دوماه) وجود داشت. 40 دانش‌آموز دختر مقطع دوم متوسطه شهر پاوه به شیوه تصادفی از بین افراد حاضر به همکاری و براساس شرایط ورود و خروج انتخاب شدند. نمونه انتخاب شده با استفاده از طرح تصادفی بلوکی در دو گروه (آزمایش و انتظار) جایگزین شد. ابزارهای پژوهشی مورد استفاده نیز عبارت بودند از پرسشنامه‌ تاب‌آوری تحصیلی (ARI) پرسشنامه خود نظم دهی تحصیلی (SRQ-4) و سیاهه فرسودگی مدرسه (SBI). جهت تجزیه و تحلیل داده­ها از آمار توصیفی برای خلاصه­سازی و نمایش داده­ها و در آمار استنباطی از طرح آمیخته اندازه­گیری مکرر استفاده شد. همچنین از نرم افزار SPSS-25 در تجزیه و تحلیل داده­ها استفاده شد.
یافته­ ها: نتایج نشان داد که برنامه مداخله­ای خود-شفقتی ذهن آگاه باعث کاهش فرسودگی تحصیلی و افزایش خودنظم بخشی تحصیلی و تاب­آوری تحصیلی، در گروه آزمایش در مقایسه با گروه کنترل شده است (01/0>p) و این تأثیر تا مرحله پیگیری باقی ‌مانده ‌است (01/0>p).
نتیجه­ گیری: بر این اساس می­توان نتیجه گرفت که برنامه مداخله­ای خود-شفقتی ذهن آگاه بر فرسودگی تحصیلی،‌ تاب‌آوری تحصیلی و خودنظم­بخشی تحصیلی‌ دانش‌آموزان مقطع متوسطه اثربخش است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation, and resiliency in secondary school students

نویسندگان [English]

  • Boshra Abdollahi 1
  • Omid Isanejad 2
1 Master of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 Associate Professor, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
چکیده [English]

Objective The aim of this study was to investigate the Effectiveness of Mindful Self-Compassion (MSC) program on school burnout, academic self-regulation and academic resilience in of high school students in Paveh.
Methods The study was quantitative, quasi-experimental and in the form of a psycho-educational group of pre-test-post-test and follow-up with the experimental and control groups and the follow-up was done two months apart. The statistical population of this study was female high school students in Paveh, from which a research sample of 40 people was randomly selected from those willing to cooperate and based on entry and exit conditions. The selected sample was replaced by a randomized block design in two groups (experimental and waiting). The research instruments used were the Academic Resiliency Questionnaire (ARI), Academic Self-Regulation Questionnaire (SRQ-4) and the School-Burnout Inventory (SBI). To analyze the data, descriptive statistics were used to summarize and display the data, and in inferential statistics, the Mixed ANOVA Between-Within Subject interaction design was used. SPSS25 software was also used in data analysis.
Results The results showed that teaching mindful self-compassion program were more effective on academic burnout, academic self-regulation, academic resilience in the experimental group compared to the control group.
Conclusion Accordingly, it can be concluded that mindful self-compassion is effective on burnout, academic resilience and academic self-regulation of high school students.

کلیدواژه‌ها [English]

  • Mindful Self-Compassion (MSC)
  • school burnout
  • academic self-regulation
  • resiliency
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