مجله توسعه آموزش جندی شاپور اهواز

مجله توسعه آموزش جندی شاپور اهواز

اثربخشی فعال سازی رفتاری بر اجتناب تجربه‌ای و خودناتوان سازی دانشجویان دارای اهمال‌کاری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد بوشهر، بوشهر، ایران.
2 عضو هیأت علمی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 عضو هیأت علمی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد بوشهر، بوشهر، ایران.
10.22118/edc.2023.343729.2095
چکیده
زمینه و هدف: موفقیت تحصیلی مهمترین دغدغه‌ هر نظام آموزشی است و اهمال‌کاری تحصیلی یکی از شایع‌ترین مشکلات تحصیلی است. هدف این پژوهش تعیین اثربخشی فعال‌سازی رفتاری بر اجتناب تجربه‌ای و خودناتوان‌سازی دانشجویان دارای اهمال‌کاری تحصیلی دانشگاه علوم پزشکی جندی شاپور اهواز بود.
روش: طرح پژوهش نیمه‌آزمایشی با اجرای پیش‌آزمون-پس‌آزمون و پیگیری با گروه کنترل بود. جامعه آماری دانشجویان دارای اهمال‌کاری تحصیلی، نیم‌سال اول سال تحصیلی 1401-1400 دانشگاه علوم پزشکی جندی شاپور اهواز بودند. با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای 42 نفر از آن‌ها انتخاب شدند و به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. روی گروه آزمایش فعال‌سازی رفتاری اجرا شد و گروه کنترل هیچ‌گونه درمانی دریافت نکردند. در این پژوهش ازمقیاس اهمال‌کاری تحصیلی سولومون و راث بلوم، پرسشنامه اجتناب تجربی چند بعدی گامز، مقیاس خودناتوان‌سازی جونز و رودوالت و پروتکل فعال‌سازی رفتاری دیمیدجیان و همکاران (2006) استفاده شد.
یافته‌ها: نتایج نشان داد که بین پیش‌گروه آزمایش و گروه کنترل از لحاظ اجتناب تجربه‌ای (F=35/97, p<0/0001) و خودناتوان‌سازی (F=27/55, p<0/0001) در مرحله پس‌آزمون تفاوت معنی‌داری وجود دارد. این تفاوت در مرحله پیگیری نیز مشاهده شد.
نتیجه‌گیری: بر اساس نتایج، از فعال‌سازی رفتاری برای کاهش اجتناب تجربه‌ای و خودناتوان‌سازی دانشجویان دارای اهمال‌کاری تحصیلی استفاده کرد.

تازه های تحقیق

PubMed Google Scholar Iman Farjaleh Chaabi
PubMed Google Scholar Mahnaz Mehrabizadeh Honarmand
PubMed Google Scholar Naser Amini

 

کلیدواژه‌ها

عنوان مقاله English

The Effectiveness of Behavioral Activation on Experiential Avoidance and Self-Handicaping of Students with Academic Procrastination

نویسندگان English

Iman Farjaleh Chaabi 1
Mahnaz Mehrabizadeh Honarmand 2
Naser Amini 3
1 Ph.D Student, Department of Psychology, Islamic Azad University, Bushehr Branch, Bushehr, Iran.
2 Faculty member, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 Faculty member, Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Bushehr Branch, Bushehr, Iran.
چکیده English

Introduction: Academic success is the most important concern of any educational system and academic procrastination is one of the most common academic problems The aim of this study was to determine the effectiveness of behavioral activation on experiential avoidance and self-handicapping of students with academic procrastination at Ahvaz Jundishapur University of Medical Sciences.
Methods: The research design was a quasi-experimental one with a pre-test-post-test and follow-up with a control group. The statistical population was students with academic procrastination in the first half of the academic 2021-2022 year at Ahvaz Jundishapur University of Medical Sciences. 42 of them were selected using multistage cluster sampling method and randomly divided into two experimental and control groups. Behavioral activation was performed on the experimental group, and the control group did not receive any treatment. In this study, Solomon and Roth Bloom's Academic Procrastination Scale, Gomez's Multidimensional Experiential Avoidance Questionnaire, Jones and Rodewalt's Self-Handicapping Scale, and Dimidjian et al.'s (2006) Behavioral Activation Protocol were used.
Results: The results showed that there was a significant difference between the pre-experimental group and the control group in terms of experiential avoidance (p<0.0001, F=35/97) and self-handicapping This difference was also observed in the follow-up phase (p<0.0001, F=27/55) in the post-test phase.
Conclusion: Based on the results, behavioral activation was used to reduce experiential avoidance and self-handicapping in students with academic procrastination.

کلیدواژه‌ها English

Behavioral Activation
Experiential Avoidance
Self-Handicapping
Academic Procrastination
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