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مقایسه اثربخشی آموزش شناختی- رفتاری و آموزش مبتنی بر تعهد و پذیرش بر خودکارآمدی تحصیلی و نشانگان اضطراب اجتماعی دانشجویان علوم پزشکی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجو، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

2 عضوهیات علمی، گروه روان شناسی، دانشکده علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

3 عضو هیات علمی، گروه روان شناسی، دانشکده علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

چکیده

این پژوهش با هدف مقایسه اثربخشی آموزش شناختی- رفتاری و آموزش مبتنی بر پذیرش - تعهد بر خودکارآمدی تحصیلی و نشانگان اضطراب اجتماعی دانشجویان انجام شد. جامعه آماری دانشجویان دانشگاه علوم پزشکی لرستان است، نمونه آماری این پژوهش شامل 60 نفر از دانشجویان مبتلا به اضطراب اجتماعی داوطلب شرکت در آموزش بودند که به روش نمونه­ گیری تصادفی از بین 1500 نفر دانشجویان بر اساس نمرات اضطراب اجتماعی و مصاحبه بالینی ساختاریافته انتخاب و به‌صورت تصادفی در سه گروه آموزش شناختی- رفتاری و آموزش مبتنی بر پذیرش و تعهد و گروه شاهد قرار گرفتند. آزمودنی‌های گروه آزمایشی، آموزش را به صورت گروهی در 10 جلسه دریافت کردند. ابزارها شامل پرسشنامۀ اضطراب اجتماعی واتسون و فرند (1969)، خودکارآمدی تحصیلی میجلی و همکاران (2000) بود که آزمودنی در پیش­ ازمون، پس­ازمون و پیگیری (2 ماهه) به آن پاسخ دادند. داده­های جمع‌آوری‌شده با استفاده از نسخه 24 نرم افزار SPSS و به روش تحلیل کوواریانس با اندازه­گیری مکرر تجزیه‌وتحلیل شدند. نتایج نشان داد که بین گروه­ های آزمایشی در مرحله پس‌آزمون تفاوتی وجود ندارد و آموزش شناختی- رفتاری و آموزش مبتنی بر پذیرش -تعهد بر افزایش خودکارآمدی تحصیلی و کاهش نشانگان اضطراب اجتماعی دانشجویان اثربخشند (001/0≥P). ولی در مرحله پیگیری بین آموزش شناختی- رفتاری و آموزش مبتنی بر پذیرش و تعهد در مؤلفه­های اضطراب اجتماعی و خودکارآمدی تحصیلی با گروه شاهد تفاوت معنی­داری وجود دارد به‌طوری‌که روش آموزش مبتنی بر پذیرش و تعهد به‌طور معنی‌داری باعث کاهش اضطراب و افزایش خودکارآمدی دانشجویان شد. (001/0≥P).

کلیدواژه‌ها

عنوان مقاله [English]

A comparison of the effectiveness of cognitive-behavioral training versus acceptance and commitment training in academic self-efficacy and social anxiety syndrome of medical students

نویسندگان [English]

  • Sajad Khodai 1
  • Hasanali Veiskarami 2
  • Firoozeh Ghazanfari 3

1 Student, Department of Psychology, Faculty of Humanities, Lorestan University, Khorramabad, Iran.

2 Faculty member, Department of Psychology, Faculty of Humanities, Lorestan University, Khorramabad, Iran.

3 Faculty members, Department of Psychology, Faculty of Humanities, Lorestan University, Khorramabad, Iran.

چکیده [English]

The aim of this study was to compare the effectiveness of cognitive-behavioral training versus acceptance-and commitment training in academic self-efficacy and social anxiety syndrome of medical students. The statistical population included the students of Lorestan University of Medical Sciences. The participants of this study were 60 students suffering from social anxiety who volunteered to participate in the training sessions. They were selected by random sampling method from among 1500 students based on their social anxiety scores and structured clinical interview. They were randomly divided into three groups of cognitive-behavioral training, acceptance and commitment training, and the control group. The subjects in the experimental group were trained in 10 sessions. The instruments included Watson and Friend’s social anxiety questionnaire (1969), and the academic self-efficacy proposed by Migli et al. (2000), which were answered by the subjects in pre-test, post-test, and (2-month) follow-up sessions. The collected data were analyzed using SPSS software version 24 and repeated measure analysis of covariance. The results showed that there was no difference between the experimental groups in the post-test phase. Moreover, cognitive-behavioral training and acceptance and commitment training were effective in increasing academic self-efficacy and reducing students' social anxiety syndrome (p<0/0001). However, in the follow-up phase, there was a significant difference between cognitive-behavioral training and acceptance and commitment training as opposed to the control group in terms of the components of social anxiety and academic self-efficacy. That is, training based on acceptance and commitment significantly reduced students' anxiety and increased their self-efficiency (p<0/0001

کلیدواژه‌ها [English]

  • Cognitive-behavioral education
  • Acceptance and commitment training
  • Academic self-efficacy
  • Social anxiety
  • Students
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مجله توسعه آموزش جندی شاپور اهواز
دوره 12، شماره 2
فصلنامه تابستان 1400
مرداد 1400
صفحه 339-352
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هم رسانی
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