ORIGINAL_ARTICLE
اثربخشی همزمان کیفیت بخشی زندگی کاری و غنی سازی زندگی زناشویی بر تعارضات زناشویی و بی ثباتی زناشویی در بین زوج های شاغل با توجه به نقش سرریزشدگی
با تغییر جوامع بشری، زنان نیز وارد عرصه اشتغال شده اند و خانواده های بسیاری وجود دارند که هر دو زوج شاغل می باشند. مسایل و مشکلات خانواده و کار، بخصوص در بین زوجین دوسر شاغل می تواند به یکدیگر انتقال پیدا نمایند و سبب افزایش تعارض ها و بی ثباتی زناشویی گردد. بدین منظور تحقیق حاضر در پی بررسی آموزش همزمان کیفیت بخشی زندگی کاری و غنی سازی زندگی زناشویی بر تعارضات زناشویی و بی ثباتی زناشویی در بین زوج های شاغل با توجه به نقش سرریزشدگی بود. بدین منظور 80 نفر (40 زوج) از زوجین دوسر شاغل با استفاده از روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش کیفیت بخشی زندگی کاری و آموزش غنی سازی زندگی زناشویی را دریافت کردند. ابزار اندازه گیری پرسشنامه تعارضات زناشویی(Sanaei,Homan, alaghemand, 2008) و شاخص بی ثباتی ازدواج(Edwards, Johnson, & Booth, 1987) بود. نتایج نشان می دهد که آموزش همزمان توانسته است سبب کاهش تعارضات زناشویی(01/0, p< 74/17F= ) و بی ثباتی ازدواج (01/0, p< 82/121F= ) می گردد. بنابراین، آموزش همزمان کیفیت بخشی زندگی کاری و غنی سازی زندگی زناشویی از سرریز شدن مشکلات کاری و خانوادگی به یکدیگر پیش گیری می نماید. همچنین با بهبود روابط در خانواده و کار، به یکدیگر نیز سرایت پیدا می کنند و در نتیجه تعارضات و بی ثباتی زناشویی را کاهش می دهند.
https://psychac.scu.ac.ir/article_14135_1419b149cd6da8c868d5d93d5b38af40.pdf
2018-12-22
1
20
10.22055/psy.2019.26932.2159
کیفیت بخشی زندگی کاری
غنی سازی زندگی زناشویی
بی ثباتی زناشویی
تعارضات زناشویی
سرریزشدگی
سید محمد
موسوی
anaran5151@gmail.com
1
گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
AUTHOR
حسین
سماواتیان
h.samavatian@edu.ui.ac.ir
2
گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
LEAD_AUTHOR
ابوالقاسم
نوری
a.nouri@edu.ui.ac.ir
3
گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
AUTHOR
Ahmad, S. (2013). Paradigms of quality of work life. Journal of Human Values, 19 (1), 73-82.
1
Akdere, M. (2006). Improving quality of work-life: Implications for human resources. The Business Review, Cambridge, 6 (1), 173-177.
2
Almalki, M. J., FitzGerald, G., & Clark, M. (2012). The relationship between quality of work life and turnover intention of primary health care nurses in Saudi Arabia: BMC Health Services Research Journal, 12, 314,321.
3
Al-Qutop, M. A. Y., & Harrim, H. (2011). Quality of work life human well-being linkage: Integrated conceptual framework. International Journal of Business and Management, 6 (8), 193-205.
4
Amini, M., & Heydari, H. (2016). Enrichment relationships of effectiveness and quality life of improvement on education students female married in satisfaction marital, Health Community and Education of J., 3 (2), 23-31. [Persian]
5
Andreassen, C. S., Hetland, J., & Stale Pallesen, S. (2013). Workaholism and work–family spillover in a cross-occupational sample. Euro J Work and Organ Psyc, 22 (1): 78–87.
6
Bagtasos, R. M. (2011). Quality of work life : A review of literature. Business and Economic Review, 1-8.
7
Bahmani-makavandzadeh, P., & Amanelahi, A. (2018). Predicting depression based on marital satisfaction, marital conflicts and marital instability among married women in Ahwaz, Community Health (SALĀMAT-I IJTIMĀĪ), 5 (2), 171-180. [Persian]
8
Batra, R. (2016). A study of quality of work - life among banking professional, International Journal of Advanced Research inManagement and Social Sciences, 5 (4), 202-224.
9
Beshkar, S., Sodani, M., & Shahini Yeilaq, M. (2012). The Effect of Teaching Anger Management Skills on Reducing Marital Conflict., Journal of Psychology Achievments, 19 (1), 199-226. [Persian]
10
Brotheridge, C. M., & Lee, R. T. (2005). Impact of work-family interference on general well-being: A replication and extension. International Journal of Stress Management, 12, 203-221.
11
Burke, R. J. (2004). Introduction: Workaholism in organizations. Journal of Organizational Change Management, 17 (5), 420–423.
12
Cheung, F. Y.-L., & Tang, C. S.-K. (2009). Quality of work life as a mediator between emotional labor and work family interference. Journal of Business and Psychology, 24 (3), 245-255.
13
Dattilio, F. M., & Epstein, N. B. (2005). Introduction to the special section: The role of cognitive behavioral interventions in couple and family therapy. Journal of Marital and Family Therapy,31,7-13
14
Dew, J. P. (2008). The relationship between debt change and marital satisfaction change in recently married couples. Family Relations, 57, 60 – 71.
15
Fapohunda, T. M. (2014). Gender influence in work life balance: Finding from Nigeria, Global. Journal of Human Resource Management, 2 (2), 25-39.
16
Fincham, F. D. (2003). Marital conflict: Correlates, structure, and context. Current Directions in Psychological Science, 12 (1), 23-27.
17
Frousakis, N. N. (2010). Communication in married couples: Exploring the roles of betrayal and forgiveness, A PhD Dissertation presented in the University of Tennessee, Knoxville.
18
Jaafari, M., & Rezaei, A. (2014). Investigating the relation of cognitive emotion regulation strategies and thought-action fusion with the rate of worry in the students. J Rafsanjan Univ Med Sci 12 (12), 975-990. [Persian]
19
Glasser, W. (2000). Counseling with choice therapy: The new reality therapy. New York: Harper-Collins.
20
Greef, A., & Bruyne, T. (2000). Conflict management style and marital satisfaction. JSMT, 26, 321 -334.
21
Greenhaus, J., & Allen, D. A. (2011). Work-family balance: A review and extension of the literature, In Handbook of Occupational Health Psychology, Edition: 2nd, Publisher: APA, Editors: James Campbell Quick, Lois E. Tetrick, 265-183.
22
Hahlweg, K., & Richter, D. (2010). Prevention of marital instability and distress. Result of an 11- year longitudinal follow-up study, Journal of Behavior Research Therapy, 48, 377-383.
23
Heinen, B. A., Langkamer, & K. L. (2007). Work and family satisfaction and conflict a meta-analysis of cross domain relations. Journal of Applied Psychology, 92 (1), 57-63.
24
Krishna Reddy, N., Vranda, M. N., Ahmed. A., Nirmala, B. P., & Siddaramu, B. (2010). Work–Life Balance among Married Women Employees, Indian J. Psychol Med, 32 (2), 112–118.
25
Malekiha, M., Abedi, M., Baghban, I., Johari, A., & Fatehizade, M. (2013). The effectiveness of work-Family conflict management training on marital satisfaction among employed women in Isfahan University, Journal of Psychology Achievements, 20 (2), 161-178. [Persian]
26
Mazerolle, M. S., Bruening, E. J., & Casa, D. J. (2008). Work family conflict, part I: antecedent of work family conflict in national collegiate athletic association division I-A certified athletic trainers. J Athl Train , 43 (5), 505-12.
27
Md-Sidin, S., Sambasivan, M., & Ismail, I. (2010). Relationship between work-family conflict and quality of life: An investigation into the role of social support. J Manag Psych, 25 (1), 58- 81.
28
Narehan,H., Hairunnisa, M., Norfadzillah, R.A., & Freziamella. L. (2014). The Effect of Quality of Work Life (QWL) Programs on Quality of Life (QOL) among employees at multinational companies in malaysia. Procedia - Social and Behavioral Sciences, 112, 24–34.
29
Okeke, Y. (2011). The role of work attitudes and work-life conflict. Journal of Management 33 (4), 592-608.
30
Okeke, Y. (2017). Work life balance and job satisfication in Anambra State, Gojamss Journal, 14, 80-95.
31
Oraki, M., Jamali, C., Farajollahi, M., & Firouzjaei, M. (2013). The effects of relationship enrichment program on compatibility of married students, Social Cognition, 1 (2), 52-61. [Persian]
32
Ramesh Kumar. J., & Rajendran, R. (2018). Impact of education and work environment on quality of work life in I. T. sector, MIM International Journal of Management Research, 4 (1), 43-50.
33
Rayyani, M., Mansuri, A., Jahani, Y., Shahdadi, H., & Khammari, M.
34
(2016). Relationship between work - family conflict and marital satisfaction among nurses and midwives in hospitals of Zabol university of medical sciences. International Journal of Basic Science in Medicine, 20 (3), 48-56. [Persian]
35
Rizwan, M., Jackani, J. H., Ameen, H., Hussain, S., Farooq, R. U., and Omair, M. (2013). Antecedents of Employee Satisfaction and it's impacto on Job Turnover, International Journal of Manangement Sciences and Business Research, 2(1). 55-64.
36
Royuela, V., Jordi Tamayo-Lopez, E. J., & Surinach, J. (2008). Results of a quality of work life index in spain. A comparison of survey results and aggregate social Indicators., Springer Science+Business.
37
Sanaei, B., & Barati, T. (2000). Family and Marrage Scales, Tehran, Besat Publisher Epersiang Be’sat
38
Sanaei, B., Homan, A. M., & Alaghemand, S. (2008). Family and Marriage Scales. Be'sat Publishing House. [Persian]
39
Shareef, R. (1990). QWL Programs Facilitate Change. Personnel Journal, 69, 50-67.
40
Sharma, R. D., & Jyoti, J. (2006). JobSatisfaction among school teachers’, IIMB Management Review, 18 (4), 349-363.
41
Shenavar, F., Bashlide, K., Hashemi, S., & Naami, A. (2015). Investigating the role of mediation of work-family conflict in the relationship between stress and social support with job satisfaction and family satisfaction. Journal of Psychology Achievements, 22 (1), 111-132. [Persian]
42
Sholi Bandar Rigizade, S., Bashlide, K., Hashemi. S., & Arshadi, N. (2012). Investigating the relationship between neuroticism, work-family conflict, role rosiness, procedural justice, distributive justice and job control with burnout in employees of Ahvaz gas company. Journal of Psychology Achievements, 18 (1), 47-72. [Persian]
43
Uddin, M. S. G., & Hosain, M. M. (2013). Factors affecting marital instability and its impact on fertility in bangladesh. ASA University Review, 7 (2), 35-41.
44
Waite, L. J., Luo, Y., & Lewin, A. C. (2009). Marital happiness and marital instability: Consequences for psychology well-being. Journal of Social Science Research, 38, 201-212.
45
Yari pour, A. (2000). Effect of Family Counseling Intervention Initiative on Divorce Records in the Courts of Justice of Qom. Master's Degree of Consultation, Islamic Azad University of Roodehen. [Persian]
46
ORIGINAL_ARTICLE
اثربخشی بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابیهای تکوینی بر میزان تابآوری تحصیلی و معنای تحصیل دانشآموزان
نظام تعلیم و تربیت نیز همانند سایر نظامها دارای اصول و ویژگیهای خاص خود است. یکی از ویژگیهای اساسی و لاینفک آن ارزشیابی و ارائه بازخوردهای سودمند است، که به واسطه آن میتوان به تعیین اهداف مهم آموزش و از آن جمله، بررسی نیازهای مهم در رابطه با زبان آموزی پرداخت. هدف اصلی این پژوهش تعیین اثربخشی بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابیهای تکوینی بر میزان تابآوری تحصیلی و معنای تحصیل دانشآموزان پسر پایه نهم متوسطه اول در درس زبان انگلیسی در شهر خرمآباد بود. این پژوهش به صـورت نیمهتجربی بود که در آن از طرح پیشآزمون - پسآزمون با گروه کنترل استفاده شد. نمونه پژوهش 40 دانش آموز بود که به روش تصادفی خوشهای چند مرحلهای انتخاب و به صورت تصادفی در گروه آزمایشی و گروه کنترل گمارده شدند. گروه آزمایشی طی 12 جلسه تحت مداخله بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابیهای تکوینی قرار گرفتند. برای جمعآوری دادهها از پرسشنامه معنای تحصیل هندرسون – کینگ و اسمیت و تابآوری تحصیلی ساموئلز استفاده شد. دادهها با روش تحلیل کواریانس چندمتغیری تجزیه و تحلیل شدند. نتایج تحلیل کوواریانس تفاوت معنیداری بین دو گروه نشان داد. بنابراین میتوان گفت که ارائه بازخوردهای کتبی و کلامی مبتنی بر مدل باتلر و وین میتواند مؤثر باشد و در صورتی که معلمان بعد از ارزشیابیهای تکوینی از این مدل برای ارائه بازخورد استفاده کنند، میتوانند سطح تابآوری تحصیلی و معنای تحصیلی دانشآموزان را به طرز معنیداری افزایش دهند.
https://psychac.scu.ac.ir/article_14095_1a5c3092b2b343905ddda298235bc438.pdf
2018-12-22
21
38
10.22055/psy.2019.20909.1736
بازخوردهای اصلاحی کتبی و کلامی
ارزشیابی تکوینی
تابآوری تحصیلی
معنای تحصیلی
عزت اله
قدم پور
ghadampour.e@lu.ac.ir
1
دانشیار، دانشگاه لرستان، خرم آباد، ایران
AUTHOR
محمد
عباسی
espezh537@gmail.com
2
استادیار، دانشگاه لرستان، خرم آباد، ایران
AUTHOR
مهدی
یوسف وند
bberaka@yahoo.com
3
دکترای تخصصی روانشناسی تربیتی، دانشگاه لرستان، خرم آباد، ایران (نویسنده مسئول)
LEAD_AUTHOR
بنفشه
حسنوند
ba_hassanvand@yahoo.com
4
مربی، دانشگاه پیام نور، تهران، ایران
AUTHOR
حسین
حسینی
hosseinhosseini30@gmail.com
5
کارشناس ارشد روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران
AUTHOR
Alonso, T., & Panadero, E. (2010). Effect of self-assessment scripts on self-regulation and learning. In fancia y Aprendizaje, 33 (18), 385-397.
1
Badri Gorgi, R., Mahdavi, A., & Zarabi, M. T. (2011). Motivational profiles and students' academic burnout: A person-based analysis. Journal of Psychological Achievements, 19 (2), 62-45. [Persian]
2
Barbeau, E. B., Chai, X. J., Chen, J. K., Soles, J., Berken, J., Baum, S., Watkins, K. E., & Klein, D. (2016). The role of the left inferior parietal lobule in second language learning: An intensive language training fMRI study. Neuropsychologia, In Press, Corrected Proof, Available online, 17 (3), 125-138.
3
Benard, B. (1998). Fostering resiliency in kids: Protective factors in the family, school and community. National Resilience Resource Center. Retrived from Internet, 40 (8), 724-730.
4
Bruning, R., Schraw, G., & Ronning, R. (1999). Cognitive psychology and instruction. Columbus, OH: Merrill Prentice Hall, 4 (14), 104-110.
5
Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65 (21), 245-281.
6
Chalmers, D., & Gardiner, D. (2015). An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies inEducational Evaluation, 46 (3), 81-91.
7
Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Meta Cognition and Learning, 3 (20), 231-264.
8
Dinham, S. (2005). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian Journal of Education, 51 (8), 263-275
9
Essazadegan, A., Hasani, M., & Ahmadian, L. (2001). Students meaning strategy of education and culture, Psychological Research, 2 (7), 165-147. [Persian]
10
Esteban, M. S., & Martin, A. S. (2014). Beyond compulsory schooling: resilience and academic success of immigrant youth and learning a second language Procedia. Social and Behavioral Sciences, 132 (13), 19-24.
11
Ghimire, J. (2013). Meaning of Education in the Bhagavad Gita. Journal of Education and Research, 3 (41), 65-74.
12
Gholami, S., & Ghaffari, M. (2016). Positive and Neutral Perfectionism and Academic Performance: The Mediating Effects of Identity Styles and Identity Commitment. Journal of Psychological Achievements, 4 (2), 136-117. [Persian]
13
Gutman, T. M., & Shean, F. T. (2012). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville.
14
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written and verbal corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30 (60), 31-44.
15
Hashemi Sheikh Shaban, A. (2010). The Relationship between Important Predictors of Educational Self-Self-Educational and Academic Resilience and Their Impact on the Academic Achievement of First-year High School Students in Ahwaz, Thesis of Ahwaz Shahid Chamran University. [Persian]
16
Henderson-King, D., & Smith, N. M. (2006). Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors. Social Psychology of Education, 9 (31), 195- 221.
17
Hier, B. O., & Eckert, T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56 (7), 111-131.
18
Iida, A. (2016). Exploring earthquake experiences: A study of second language learners’ ability to express and communicate deeply traumatic events in poetic form. System, 57(9), 120-133.
19
Jeong, H., Sugiura, M., Suzuki, W., Sassa, Y., Hashizume, H., & Kawashima, R. (2016). Neural correlates of second-language communication and the effect of language anxiety. Neuropsychologia, 84 (41), 2-12.
20
Klimova, B. (2015). Diary writing as a tool for students’ self-reflection and teacher's feedback in the course of academic writing. Procedia - Social and Behavioral Sciences, 197 (50), 549-553.
21
Krypel, M. N., & Henderson-King, D. (2010). Stress, coping styles, Feedback, and optimism: Are they related to meaning of education in students’ lives? Social Psychology of Education, 13 (1), 409–424.
22
Li, J., & Barnard, R. (2011). Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study. Assessing Writing, 16 (25), 37-148.
23
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we increases level academic resilience from teachers’ perspectives? Thinking Skills and Creativity, In Press, Corrected Proof, Available online. www.search-document.ir
24
Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46 (42), 22-33.
25
Loyola, M. F. (2010). School factors that promote academic resilience in Urban Latino High School Students Christine. Loyola University Chicago Loyola eCommons. University Chicago.
26
Ma, F., Chen, P., Guo, T., & Kroll, J. F. (2017). When late second language learners access the meaning of L2 words: Using ERPs to investigate the role of the L1 translation equivalent. Journal of Neurolinguistics, 41(21), 50-69.
27
Martine, V. C. (2003). Academi resilius Goal theory, motivation, and school achievement: An Integrative Review. Annual Review.
28
Mastun, Y. (2013). Developing resilience: Stories from novice nurse academics. Nurse Education Today, 38 (32), 29-35.
29
Milne, T., Creedy, D. K., & West, R. (2016). Integrated systematic review on educational strategies, Learning a second language that promote academic success and resilience in undergraduate indigenous students. Nurse Education Today, 36 (11), 387-394.
30
Mohsenpour, M., Hejazi, E., & Kiamanesh, A. R. (2006). The role of self-efficacy, achievement goals, learning strategies and sustainability in academic achievement in third grade students in mathematics (math) in Tehran, Journal of Educational Innovations, 16 (4), 9-34. [Persian]
31
Mosek, A. A., & R. Gilboa, B. D. (2016). Integrating art in psychodynamic-narrative group work teacher feedback to promote the resilience of caring professionals. The Arts in Psychotherapy, 51 (7), 1-9.
32
Qureshi, M. A. (2016). A meta-analysis: Age and second language grammar acquisition. System, 60(28), 147-160.
33
Richardson, J. T., Shah, E. M., & Nair, C. S. (2017).Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews. Measuring and Enhancing the Student Experience, 55 (9), 21-36.
34
Richardson, S. T. (1990). Adolescents Resilience, family adversity and wellbeing among Hawaiian and non-Hawaiian adolescents. International Journal of Social Psychiatry, 52 (17), 158-165.
35
Rojas, L. F. (2015). Factors affecting academic resilience in middle schoo students: A case study. Gist Education and Learning Research Journal, 11 (4), 63-78.
36
Sadler, D. R. (1989). Formative assessment and the design of instructional systems, Instructional Science, 18 (32), 119-144.
37
Samoelz, Y. (2004). Qualification Questionnaire Resiliency. Journal of Psychiatry, 18 (3), 254-263.
38
Scott, C. (2005) Parenting, teaching and self-esteem. Australian Educational Leader, 27 (1), 28-30.
39
Soltaninezhad, M., Asyabi, M., Adhami, B., & Tavanaei yosefian, S. (2013). Study of Psychometric Resilience Indices. Quarterly Journal of Educational Measurement, 15 (8), 18-34. [Persian]
40
Taghvaei Nia, A., Sheni yeiilagh, M., & Nisi, AK (2014). Testing and comparing the causal relationship model between perceived academic stress and subjective well-being through mediation of perceived social support and academic self-efficacy beliefs in male and female students of Shahid Chamran University of Ahwaz. Journal of Psychological Achievements, 22 (2), 74-43. [Persian]
41
Trotter, E., & Roberts, C. A. (2006). Enhancing the early student experience. Higher EducationResearch and Development. 25 (53), 371- 386.
42
Tuvesson, H., & Borglin, G (2014). The challenge of giving written thesis feedback to nursing students. Nurse Education Today, 34 (49), 1343-1345.
43
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100 (17), 94-109.
44
Yoshida, L., & Kurita, K. (2016). Evaluation of Structured Academic Portfolio Chart and Workshop for Reflection on Academic Work. Procedia Computer Science, 96 (21), 1454-1462.
45
Yousefvand, M., Sarami, Gh., Kadivar, P., & Eshrati, A. (2015). The impact of teacher feedback (written and verbal) in the genetic evaluation on self-efficacy and self-regulated learning strategies school students, Faculty of Psychology and Educational Sciences University, Journal of New Thoughts on Education, 10 (10), 60-75. [Persian]
46
Yousfevannd, M., Ghazanfari, F., Hasanvand, B., & Shmsifar, M. (2016). Feedback and learning variables: From science to practice. Tabriz: Akhtar publications. Book. [Persian]
47
Zhao, X., Heuvel-Panhuizen, M. V. D., & Veldhuis, M. (2017). Classroom assessment in the eyes of Chinese primary mathematics meaning of education: A review of teacher-written papers. Studies in Educational Evaluation, In Press, Corrected Proof, Available online. www.search-document.ir
48
Zimmerman, B., & Schunk, D. (2011). Handbook of self- regulation of learning and performance. New York: Routledge.
49
ORIGINAL_ARTICLE
بررسی تجربه زیسته شایستگی اجتماعی در دانشآموزان مقطع متوسطه (دوره اول)
پژوهش حاضر با هدف بررسی تجربه زیسته دانشآموزان پسر مقطع متوسطه اول شهر شوش از شایستگی اجتماعی انجام شده است. این مطالعه از نوع کیفی و با رویکرد پدیدارشناسی انجام شد. روش: برای گزینش مشارکتکنندگان دارای اطلاعات غنی در پژوهش حاضر، از تشخیص پژوهشگر و اعلام آمادگی دانشآموزان و برای گردآوری اطلاعات از مصاحبۀ نیمه ساختمند استفاده شد و مصاحبهها تا مرحلۀ وقوع اشباع ادامه یافت، به همین رو حجم نمونۀ نهایی را 20 مشارکتکننده تشکیل داد. سپس دادههای حاصل از مصاحبه با استفاده از روش ون منن برای کشف معنای تجربیات دانشآموزان از شایستگی اجتماعی تجزیه و تحلیل شدند. یافتههای این مطالعه شامل 2 مضمون اصلی و 13 مضمون فرعی است. مضمون اصلی اول خودآگاهی اجتماعی اشت که شامل 5 مضمون فرعی مثل همدلی، توسعه دیگران، خدمت-محوری، توانایی نفوذ و آگاهی سیاسی میشود و مضمون اصلی دوم مهارت اجتماعی است که شامل 8 مضمون فرعی مثل ارتباطات، توسعه پیوندها، رهبری، همکاری، قابلیتهای گروهی، ایجاد تعهد، مدیریت تعارض و تحولگرایی است. با توجه به یافتههای این مطالعه به نظر میرسد که بهترین راه افزایش شایستگی اجتماعی ایجاد درک صحیح از شایستگیها توسط والدین، اولیاء، مدرسه و مسئولین جامعه است. شایستگیهای اجتماعی معیارهای مناسبی برای عملکرد افراد هستند که افراد را قادر میسازند وظایفی را که برعهده دارند با موفقیت انجام دهند.
https://psychac.scu.ac.ir/article_14134_9993314a4f7b68feda53176a714f49a2.pdf
2018-12-22
39
54
10.22055/psy.2018.27424.2202
پدیدارشناسی
تجربه زیسته
شایستگی اجتماعی
احمد
عبدالخانی
------@yahoo.com
1
دانشجوی کارشناس ارشد تاریخ و فلسفه تعلیم و تربیت، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
پروانه
ولوی
p.valavi@scu.ac.ir
2
استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
LEAD_AUTHOR
سیدجلال
هاشمی
3
استادیار، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
References
1
Abedi Firoozjayi, R. (2011). Comparison of self-concept and perceptual perception of pre-university students in different educational fields of Babol. M.A. Dissertation, Al-Zahra University, Tehran, Iran. [Persian]
2
Abolqasemi, A., Jamalooi, H. R., Narimani, M., & Zahed, A. (2011). Comparison of social competence and its components in students with learning disabilities and students with low, moderate and high academic achievement. Quarterly Journal of Learning Disabilities, 1(3), 71-55. [Persian]
3
Ahadi, H., & Mohseni, N. (2005). Growth Psychology: Fundamental Concepts in Teen Psychology. Tehran: Pardis Publishing. [Persian]
4
Bahramian, SH. (2013). Comparison of social compatibility, emotional intelligence and social competence of elementary students with and without learning disabilities in Ahvaz city. Master's Degree in Educational Psychology. Shahid Chamran University of Ahvaz, Ahvaz. [Persian]
5
Baniasadi, H., & Bagheri M. (2011). Non-verbal communication and social competence. Journal of Thought and Behavior, 5(20), 24-36. [Persian]
6
Deci, E., & Ryan, R. (2000). The “What” and “Why” of goal pursuits: Human needs and the self– determination of behavior. Psychological Inquiry, 11(4), 227‐268.
7
Felner R. D., & Lease, A. M., & Philips, R. C. (1990). Social competence and the language of adequay as a subject matter for psychology: A Quadripartite Trievel Frmework. In T. P. Gullotta, G. R. Adams, & R. Montemayor (Eds), The deveolopment of social competence (254-264). Beverly Hills, CA: Sage.
8
Ghadampour, E., & Sarmad, Z. (2003). The role of motivational beliefs in teaching and teaching achievement in students. Journal of Psychology, 7 (2), 126-112. [Persian]
9
Kazemi, R., Momeni, S., & Kiyamarati, A. (2011). Effectiveness of life skills training on social competence of students with mental disorders. Quarterly Journal of Learning Disabilities, 1(1), 108-94. [Persian]
10
Kochmanski, A. J. (2010). Learning disabilities and communication deficit compensating for social incompetence. Journal of LD and Social Competence, 5, 1-15.
11
McLagan, P. A. (1989). Models for HRD practice: The models. Washington, DC: American Society for Training and Development.
12
Ladd, G. W. (1999). Peer relationships and social competence during early and middle childhood. Annual Review Psychology, 50, 333-359.
13
Mosavi, A., Valavi, P., & Hashemi, S. J. (2016). Study the experience of elementary school teachers from the duties of the teacher as the philosopher-teacher. Journal of Educational Sciences, 23(2), 56-35. [Persian]
14
Ninot, G., Bilard, J., & Delignieres, D. (2005). Effects of integrated or segregated sport participation on the physical self for adolescents with intellectual disabilities. Journal of Intellectual Disability Research, 49(9), 682-689.
15
Ninot, G., & Maiano, C. (2007). Long-term effects of athletics meet on the perceived competence of individuals with intellectual disabilities. Research in Developmental Disabilities, 28, 176-186.
16
Nowicki, E. A. (2003). A Meta-analysis of the social competence of children with learning disabilities compared to classmates of low and average to high achievement. Learning Disability Quarterly, 26(3), 171-188.
17
Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo B. (2014). Social-emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3),138-147.
18
Redfield, J. L. (2008). The influence of an educational coaching model on children’s perceived competence and self-esteem. Doctoral Dissertation. Capella University, Minneapolis, Minnesota.
19
Semrud-Clikeman, M. (2007). Social competence in children. New York: Springer US.
20
Spayde, K. M. (2005). Social competence and academin achievement in at-risk elementary school students, outcomes from an after-school program. (Master's Dissertation Educational Psychology). Miami University, Oxford, Ohio.
21
Stipek, D. J., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children is achievement and motivation. Child Development, 66(1), 209-223.
22
Streubert, H., & Carpenter, D. (1999). Qualitative research in nursing: Advancing the humanistic perspective (2nd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
23
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
24
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.
25
Welsh, M., Parke, R. D, Widaman, K., & O'Neil, R. (2001). Linkages between children's social and academic competence: Alongitudinal analysis. Journal of School Psychology, 39(6), 463-482.
26
Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement situations. Educational Psychologist, 26(3-4), 233-261.
27
Veiskaramy, H., Ghadampoor, E., & Mottaghinia, M. R. )2016(. Structural equation modeling of the relationship between school climate and collective efficacy with personal efficacy of teachers of primary schools. Journal of Psychological Achievements, 23 (1), 95-114. [Persian]
28
ORIGINAL_ARTICLE
کاربست تِئوری انتخاب بر افکار خودآیند منفی، آسیب عمدی و کیفیت زندگی افراد مبتلا به افسردگی
هدف این پژوهش تعیین میزان تأثیر کاربست تِئوری انتخاب بر افکارخودآیند منفی، آسیب عمدی و کیفیت زندگی افراد مبتلا به افسردگی مراجعه کننده به کلینیکهای درمانی شهر اهواز بود. نمونه پژوهش شامل 30 نفر از جامعه مذکور بود که به روش نمونهگیری تصادفی ساده انتخاب و به دو گروه آزمایشی (15 نفر) و گروه گواه (15 نفر) تقسیم شدند. روش پژوهش آزمایشی از نوع پیش آزمون- پس آزمون با گروه گواه بود. ابزارهای پژوهش، پرسشنامه افکار خودآیند کندال و هولون، مقیاس سنجس افکار خودکشی بک و پرسشنامه کیفیت زندگی سازمان جهانی بهداشت بود. مداخله تِئوری انتخاب در 8 جلسه 90 دقیقهای، روی گروه آزمایشی اجرا گردید و پس از پایان مداخله از هر دو گروه پس آزمون گرفته شد، و پیگیری پس از یک ماه به عمل آمد. برای تحلیل دادهها از روش تحلیل کواریانس چند متغیره (مانکوا) و تک متغیره (آنکوا) استفاده شد. نتایج نشان داد، تِئوری انتخاب باعث کاهش افکار خودآیند منفی، آسیب عمدی و افزایش کیفیت زندگی افراد مبتلا به افسردگی گروه آزمایشی شد. این نتایج بعد از یک ماه نیز پایدار بود.
https://psychac.scu.ac.ir/article_14097_ce9f4eaec6980cd4527bba1b7228d779.pdf
2018-12-22
55
72
10.22055/psy.2019.25734.2069
تِئوری انتخاب
افکارخودآیند منفی
آسیب عمدی
کیفیت زندگی
فرح
نادری
nmafrah@yahoo.com
1
دانشیار، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
LEAD_AUTHOR
Ahmadi, F. (2015). The Efficacy of Reality Therapy on Suicide Rate and Quality of Life in Depressed Female; M. A. Dissertation; Samnan Branch, Islamic Azad University, [Persian]
1
Akiskal, H. S. (2009). The prevalent clinical spectrum of bipolar disorders: Beyond DSM-IV. Journal of Clinical Psychopharmacology, 16 (suppl. 1), 4-14.
2
Asgari, P., Heydari, A., & Naderi, F. (2011). Manual of Psychological Tests Battery. Published by Ahvaz Branch, Islamic Azad University. [Persian]
3
Asghari, M. (2012). Comparison of General Health, Locus of Control, Promotion Motivation and Suicide Ideations in Type A and B Personality Adolescent, M. A. Dissertation, Fars Science and Research Branch University. [Persian]
4
Bonomi, A., Patric, D., & Bushnell, D. (2010). Validation of the United States Version of the World Health Organization Quality of Life (WHOQOL) Instrurmal. Jornal of Clinical Epidemiology, 53, 1-12.
5
Chang, E. C., Sanna, L. J., Riley, M., Thornburg, A. M., Zumber, M., & Edwards, M. C. (2007). Relations between problem solving styles and psychological adjustment in young adults: Is stress a mediating variable? Personality and Individual Differences, 42, 135-144.
6
Corey, G. (1937). Theory and practice of consuling and psychotherapy (9 th ed.). Translated by: Y. S. Mohammmadi (2006). Tehran: Arasbaran Publication. [Persian]
7
Daniberger, R. (2015). The effect of reality therapy on the irrational beliefs and self_dissociation in disorder depression. Journal of Personality, 41, 139-154.
8
Demisan. D., Lasiu, K., & Hegadoren, M. (2004). The effects of choice theory on emotion regulation and negative thoughts, resilience to mood in women. Biological Research for Narsing, 9, 147-160.
9
Divid, A., & Milesi, H. (2014). Theefficacy of reality therapy on obsessive rumination and cogitationes suicide of depression. Journal of Clinical Psychology, 14, 123-136.
10
Entezari, M. (2014). The Effectiveness of ACT on Depression and Life Quality in University Sudents M. A. Dissertation, Central Tehran Branch, Islamic Azad University. [Persian]
11
Ferench, M. (2014). The relationship between of self-compassion and acceptance, mental health with suicidein students. Journal of Applied Psychology, 86, 400-418.
12
Giy, K. (2014). The relationship between emotional intelligenc with meta cognitive belief and mental health of students. International Journal of Stress, 59 (1), 90-110.
13
Glasser, W. (1998). Choice Theory: A new Psychology of Personal Freedom, Translated By: Ali Sahebi (2017), Tehran: Sayeh Sokhan Publication. [Persian]
14
Glasser, W. (2001). Fibromyalgia—hope from a completely new perspective. Chatsworth, CA: William Glasser, Inc.
15
Gros, F. (2014). The effect of choice theory on the quality of life in depression. Journal of Health. 23, 113-124.
16
Gundela, L. K., Pedersen, C. B., Munk-Olsen, T., & Dalsgaard, S. (2018). Longitudinal association between mental disorders in childhood and subsequent depression – A nationwide prospective cohort study; Journal of Affective Disorders, 227 56-64.
17
Halk, K., Faner, H., & Jeaer, F. (2014). The effect of reality therapy on the adversity quotient and negative automatic thoughts. Journal of Advanced Academics. 20 (1), 155-163.
18
Hassan-zadeh Zahraei, R., Fahami, F., Yazdani, R., Ahmadi, Z., & Bashar-dousot, N. (2014). Midwife Supporting Role in Depression Preventing. Ghazvin Journal of Medical Sciences and Health –Treatment Services, 7 (25), 35-46. [Persian]
19
Hollon, S. D., & Kendall, P. (1980). Development of an Automatic Thoughts Questionnaire. Cognition Therapy and Research. 4, 383-395.
20
Jab-Amali, Sh., Neshat Dousat, H. T., Kajbaf, M. B., & Molavi, H. (2014). The effectiveness of islamic psychotherapy on quality of life and anxiety in individual suffering general anxiety disorder. Journal of Psychological Achievements, 21 (2), 1-18. (DOI): 10.22055/psy.2016.12316; www.http:// psychac.scu.ac.ir [Persian]
21
Jones, C. J., & Rose, D. (2005). Physical activity instruction of older adults. Human Kinetics, 4, 30.
22
Jorj, A. (2014). The effect of reality therapyon the resilience and obsessive
23
rumination of cogitationes suicide. Behavior Research and Therapy, 40, 773-787.
24
Kalu, U., Sexton, C., Loo, C., & Ebmeier, K. (2012). Transcranial direct current stimulation in the treatment of major depression: A meta-analysis. Psychol Med, 42 (09), 800-1791.
25
Kim, U. (2010). ''The effect of a R/T group counseling program on the internet addiction level and self-esteem of internet addiction university students", International Journal of Reality Therapy, XXVII, 2.
26
Koraee, S., Soudani, M., Mehrabizadeh Honarmand, M., & Maktabi, G. H. (2015). The effectiveness of emotional intelligence trainning on family problem solving skills in married students, Journal of Psychological Achievements, 21 (2), 189-208. www.http://psychac.scu.ac.ir [Persian]
27
Laursen, T. M., Musliner, K. L., Benros, M. E., Vestergaard, M., Munk-Olsen, T., (2016). Mortality and life expectancy in persons with severe unipolar depression. Journal of Aective Disorders. 193, 203–207.
28
Lolen, D. (2012). The effects of choice theory on the resiliency and quality of life. Behavior Therapy, 54, 157-167.
29
Miler, A., Lediner, S., & Dalsir, H. (2012). Theefficacy of reality therapy on emotion regulation and quality of life in depression. Journal of Psychology, 10, 150- 161.
30
Neson, R. (2015). The effect of reality therapyon quality of life, and depression of bipolar disorder patients. Journal of Personality Assessment, 63 (2), 262-274.
31
Parker, D. (2014). The effect of choice theory on of quality of life: A mediation analysis. Behavior Res Therapy, 46, 487-495.
32
Pildsen, S. (2014). The efficacy of reality therapy on obsessive rumination and cogitationes suicide of depression. Behavior Res Therapy, 46, 487-495.
33
Pour-Namdaran, F., Saeidi, Z., & Mohammad-pour, M. (2011). Comparing emotional exhaustion and rumination in patient suffering from cancer and normal individuals, Journal of Clinical Psychiatry, 12 (3), 71-87. [Persian]
34
Sadock, B. J., Sadock, V. A., & Kaplan, H. I. (2009). Kaplan and Sadock's concise textbook of child and adolescent psychiatry. Lippincott Williams & Wilkins. 66-100.
35
Salehi, N. (2015). The Efficacy of Choice Theory on Negative Automatic Thoughts of Depressed Individuals; M. A. Dissertation; Tehran Branch, Islamic Azad University. [Persian]
36
Sargol, R. (2011). The Association of Addiction with Marital Dissatisfaction and Couple Quality of Life; M. A. Dissertation; Tehran Branch, Islamic Azad University. [Persian]
37
Scragg, P. (2014). Meta cognitive therapy developed by Adrian Wells. Trauma clinic LTD & University Collage, London.
38
Stone, J., Sood, R., & Brink, D. (2015). The reality therapyfor meta cognitive belief andanxiety. Journal of Personality and Social Psychology, 32, 323-334.
39
Tabatabei, F. (2011). The Comparison of Perceived Stress and Negative Automatic Thoughts in Addicted and Non-addicted Individuals, M. A. Dissertation, Mash-had Ferdosi University. [Persian]
40
Taylor, E. (2011). Cultural differences in the impact of social support on psychological and biological stress responses. Psychological Science, 18, 800-839.
41
The World Health Organization. (2017). https://www.who.int/mental health/ managment/depression/en/ ; retrived on wed.28/11/2018
42
Veen, S. (2014). The effect of choice theory on the adversity quotient and negative automatic thoughts of disorder depression. Journal of Applied Psychology, 51, 355-376.
43
Vojta, C., Kinosian, B., Glick, H., Altshuler, L., & Bauer, M. (2010). Self-reported quality of life across mood states in bipolar disorder. Compr Psychiatry, 42, 190-5.
44
Warden, I. (2012). The effect of reality therapy on the sleep quality of life and chronic insomnia and rumination of woman depression. Journal of Applied Psychology, 63 (3), 400-409.
45
Wubbolding, E. (2013). The evolution of psychotherapy: A Conference of Inner Control, International Journal of Reality Therapy, XXIV, 2.
46
Zaman-zadeh, M. (2013). The Relationship of Spiritual Intelligence, Meta-cognition Beliefs and Psychological Well-being of Nurses in Ahwaz City; M. A. Dissertation, Khouzestan Sciences and Research Branch, Islamic Azad University. [Persian]
47
Zareaa, H., & Nahravanian, P. (2015). Examining the effectiveness of attention skills training on visual searching and vigilance in children and adults. Quarterly of Cognitive Sciences Novels, 3 (4), 11-14. [Persian]
48
ORIGINAL_ARTICLE
رابطه سرمایه های تحولی خانواده، مدرسه و سایرین با بهزیستی روان شناختی: نقش واسطه ای امید
پژوهش حاضر با هدف بررسی نقش واسطهای امید در رابطه سرمایههای تحولی خانواده، مدرسه و سایرین با بهزیستی روانشناختی دانشآموزان است. جامعه آماری، دانشآموزان دبیرستانهای دولتی شهر همدان بودند که نمونه شامل 410 نفر (222 دختر و 188 پسر) به روش نمونهگیری خوشهای چند مرحلهای انتخاب شدند و به مقیاسهای سرمایههای تحولی، امید و بهزیستی روانشناختی پاسخ دادند. نتایج تحلیل مسیر نشان داد که سرمایههای تحولی خانواده و مدرسه به طور مستقیم با امید ارتباط دارند و سرمایههای تحولی خانواده و امید نیز به طور مستقیم با بهزیستی روان-شناختی رابطه دارند. سرمایههای تحولی خانواده و مدرسه با واسطه امید بر بهزیستی روانشناختی اثر غیرمستقیم و مثبت دارد، اما اثر سرمایههای تحولی سایرین بر امید و بهزیستی روانشناختی معنیدار نبود. مقایسه مدل پیشنهادی پژوهش به طور کلی برای دو گروه دختر و پسر تفاوت قابل توجهی نداشت. با توجه به یافتهها میتوان گفت که امید نقش واسطهای در رابطه بین سرمایههای تحولی خانواده و مدرسه با بهزیستی روانشناختی دارد.
https://psychac.scu.ac.ir/article_14137_38f4c934bdd10921bef8a149fc8a7984.pdf
2018-12-22
73
90
10.22055/psy.2019.25139.2024
سرمایه خانواده
سرمایه تحولی مدرسه
سرمایه تحولی سایرین
امید
بهزیستی روانشناختی
فاطمه
سپهرنوش مرادی
f.sepehrnoosh@gmail.com
1
دانشکده روانشناسی و علوم تربیتی دانشگاه تهران
LEAD_AUTHOR
الهه
حجازی
ehejazi@ut.ac.ir
2
هیات علمی دانشگاه تهران
AUTHOR
References
1
Ahmadi, A. (2010). Contemporary Family Developments in Tehran. Tehran: City Publishing. [Persian]
2
Alvarado, M. (2009). The Confluence of Developmental Assets, Ethnic Identity, and Acculturative Stress on Thriving of a Predominately Hispanic Adolescent Population. Ph.D. Dissertation, Texas A and M University.
3
Baily, T. C., & Snyder, C. R. (2007). Satisfaction with life and hope: A look at age and marital status. Journal of Psychological Record, 57 (2), 233-240.
4
Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A. (2007). Positive Youth Development: Theory, Research, and Applications. Wiley Online Library.
5
Benson, P. L., Scales, P. C. & Syvertsen, A. K. (2011). The Contribution of the developmental assets framework to positive youth development theory and practice. Advances in Child Developmental and Behavior, 41, 197-230.
6
Bowers, E. P., Geldholf, G. J., Schmid, K. L., Minor, K., & Lerner, J. V. (2012). Relationships with important nonparental adults and positive development: An examination of youth self- regulatory strengths as mediators. Reseach in Human Development, 9, 293-316.
7
Caboral, M. F., & Evangelista, L. S. (2012). Hope in elderly adults with chronic heart failure. Concept analysis. Investigacion & Educacion en Enfermeria. 30 (3), 406-411.
8
Chow HP. (2007). Psychological Well-being and Scholastic Achievement Among University Students in a Canadian Prairie City. PsychologicalEducation, 10, 438-493.
9
Ciarrochi, J., Parker, P., Kashdan, T., Heaven, P.C.L, & Bakus E. (2015). Hope and emotional well-being: A six-year study to distinguish antecedents, correlates, and consequences. The Journal of Positive Psychology. 2 (3), 1-13.
10
Debnam, K. J., Lindstrom Johnson, S., Wasdorp, T. A., & Bradshaw, C. (2014). Equity, connection and engagement in the school context of promote positive youth development. Journal of Research on Adolescence, 24 (3), 447-459.
11
Dierendonck, D. (2005). The construct validity of Ryff’ Scales of Psychological Well-being and its Extension with Spiritual Well –being. Personality and Individual Differences. 36, 629 − 643 .
12
Golestaneh, M., Soleimani, L., & Dhghni, Y. (2017). Relationship between developmental assets and academic achievement mediating role of psychological capital. Journal of Psychology Achievement, 24 (1), 127-150. [Persian]
13
Golparvar, M., & Abedini, H. (2014). The relationship between spirituality and meaning at work and the job happiness and psychological well-being: A spritualaffective approach to the psychological well-being. International Journal of Management and Sustainability, 3 (3), 160-175.
14
Grewal, P. K., & Porter, J. (2007). Hope Theory: A Framework for Understanding Death Studies. Washington, 31 (2), 131-154.
15
Hanson, T. L., Austin, G., & Lee-Bayha, J. (2003). Student Health risks, Resilience, and Academic Performance: Year 1 report. Los Alamitos, CA: WestEd. Health and Human Development Program.
16
Honora, P.A. (2008). Future Time Perspective Hope and Ethnic Identity among African American Adolescents, Urban Education, 43 (3), 347-360.
17
Jackson, C. (2010). A Study of the Relationship between the Developmental Assets Framework and the Academic Success of At-risk Elementary to Middle School Transitioning Students. Ph. D. Dissertation, Dellas Baptist University.
18
Lefcourt, H. (2002). Humor. In C.R. Snyder, & S.J. Lopez (Eds.), Handbook of Positive psychology. New York: Oxford University press.
19
Liasko,E., & Mackyer, J. (2005). Relationships Among Developmental Assets,Age,Smoking Behaviors Among Youth. Indiana University.
20
Meyers, Lawrence S., Gamst & Guarino, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. Translated by H., Pasha Sharifi, V., Farzad, S., Rezakhani, H. R., Hassan Abadi, B., Eizanloo, & M., Habbibi (2012). Tehran: Roshd. [Persian]
21
Moradi, N., Hajiyakhchali, A. R., & Morovati, Z. A. (2015). Investigating the causal relationship between time management and perceived social support with psychological well-being and academic performance. Journal of Psychology Achievement, 22 (1), 209-226. [Persian]
22
Movahedi, Y., Babakheiredin, J., & Movahedi, M. (2014). The effectiveness of group therapy based on hope therapy approach on increasing hope and psychological well-being of students. School Psychology, 3 (1), 116-130. [Persian]
23
Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practicr. Applied Developmental Science, 7 (2), 94-111.
24
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Personality and Social Psych, 57, 1069–1081.
25
Ryff, C. D., & Singer, B. (2006). Psychological Well-being meaning measurement, and implications for psychotherapy research. Psychotherapy and Psychosomatics. 65, 14-23.
26
Saboui Khosroshahi, H. (2010). Studying Differences Between the Living Network of Children and Parents. PhD thesis of sociology, Tehran University. [Persian]
27
Scales, P., & Taccogna, J. (2007). Developmental assets for success in school and life. Journal of Education Digest, 6, 34- 66.
28
Schrank, B., Stanghellini, G. & Slade, M. (2008). Hope in Psychiatry: A Review of the Literature. Journal of Acta Psychiatrica Scandinavica, 118 (22), 421–433.
29
Seidi Sarooei, M., Farahmand, S., Amini, M., & Hosseini, M. (2013). Relationship of family communication patterns and personality traits with psychological well-being with resilience mediation. Psychological Methods and Models, 3 (11), 17-38. [Persian]
30
Sharif Mosavi, F. (2014). Developmental assets and educational engagement: mediator role of education resilient. Master’s tesis, Tehran University. [Persian]
31
Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. USA: Academicpress.
32
Snyder, C. R., & Tsukasca, K. (2005). The Relationship Between Hope and Subjective Wellbeing: Reliability and Validity of the Dispositional Hope Scale, Japanese Version. Japanese Journal of Psychology, 76 (3), 227-234.
33
Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The Will and the Ways: Development and Validation of an Individual-differences Measure of Hope. Journal personality social psychology, 60(4), 570-585.
34
Sobhani, A. (2013). The relationship between information processing styles and hope: the role of the mediator of identity processing styles. Master’s tesis, Tehran University. [Persian]
35
Van Leuven, M. C., Post, W. M., Van Aback, W. F., Vander Worde, H. V., Groote, S., & Lindeman, E. (2010). Social support and life satisfaction in spinal code injury during and up to one year after inpatient rehabilitation. Journal of Psychology, 3, 265- 271.
36
Weissberg, R. P., & O’Brien, M. U. (2004). What works in school-based social and emotional learning programs for positive youth development. Annals of the American Academy of Political and Social Science, 591, 86–97.
37
Werner, S. (2012). Subjective well-being, hope, and needs of individuals with serious mental illness. Journal of Psychiatry Research, 14 (2),1-6.
38
Winefield, R. H., Gill, K. T., Taylor, W. A., & Pilkington, M. A. (2012). Psychological well-being and psychological distress: is it necessary to measure both psychology of well-being. Research and Practice, 5, 15-27.
39
Yamaoka, K. (2008). Social Capital and Health and Well-being in East Asia: A Population-Based Study. Journal Social Science & Medicine. 66 (4), 885-99.
40
ORIGINAL_ARTICLE
تأثیر آموزش راهبردهای تنظیم شناختی هیجان بر سازگاری، بهزیستی مدرسه و تنظیم هیجان در دانشآموزان پسر مدارس استعدادهای درخشان
این پژوهش با هدف تعیین تأثیر آموزش راهبردهای تنظیم شناختی هیجان بر سازگاری، بهزیستی مدرسه و تنظیم شناختی هیجان دانشآموزان پسر مدارس استعدادهای درخشان دوره اول متوسطه شهر اهواز انجام شد. جامعه آماری شامل کلیه دانشآموزان پسر مدارس استعدادهای درخشان دوره اول متوسطه شهر اهواز مشتمل بر 538 نفر در سال تحصیلی 96-1395 بودند. در این پژوهش از روش نمونهگیری تصادفی ساده استفاده شد. در نهایت بر اساس لیست دانشآموزان دوره اول متوسطه 30 دانشآموز که ملاکهای ورود به مطالعه را داشتند انتخاب و به صورت تصادفی در گروه آزمایشی و گروه گواه تقسیم شدند. پژوهش حاضر یک تحقیق آزمایشی از نوع پیشآزمون- پسآزمون و پیگیری (2 ماهه) با گروه گواه بود. ابزارهای پژوهش شامل پرسشنامه سازگاری تحصیلی، پرسشنامه بهزیستی مدرسه و پرسشنامه تنظیم شناختی هیجان بود. اعضای گروه آزمایشی به مدت 10 جلسه تحت آموزش راهبردهای تنظیم شناختی هیجان قرار گرفت. نتایج نشان داد که آموزش راهبردهای تنظیم شناختی هیجان بر سازگاری، بهزیستی مدرسه، راهبردهای مثبت و منفی تنظیم شناختی هیجان دانشآموزان استعدادهای درخشان دورههای اول متوسطه شهر اهواز مؤثر بوده است. همچنین در مرحله پسآزمون و پیگیری، بین گروه آزمایشی و گروه گواه، در میزان سازگاری، بهزیستی مدرسه، راهبردهای تنظیم شناختی هیجان تفاوت معنیداری وجود دارد. بر این اساس آموزش مهارتهای تنظیم شناختی هیجان میتواند بهعنوان یک روش مداخلهای مفید جهت افزایش سازگاری، بهزیستی مدرسه و تنظیم شناختی هیجانی و در نتیجه کارآمدی بهتر دانشآموزان بکار رود.
https://psychac.scu.ac.ir/article_14111_13a5cbfc6b0edd38d7f62e323e10b523.pdf
2018-12-22
91
110
10.22055/psy.2019.25669.2063
راهبردهای تنظیم شناختی هیجانی
سازگاری
بهزیستی مدرسه
تنظیم هیجان
همت
نورعلی
hnoor041@yahoo.com
1
دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
LEAD_AUTHOR
علیرضا
حاجی یخچالی
hajiyakhchali@yahoo.com
2
استادیار گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
منیجه
شهنی ییلاق
mshehniyailagh@yahoo.com
3
استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
LEAD_AUTHOR
غلامحسین
مکتبی
ghmaktabi@gmail.com
4
دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
Abassi, A. (2016). Compare coping styles and emotional processing among normal students and gifted students high school. Journal of School Psychology, 5(3), 132-147. [Persian]
1
Alfonso, J. P., Caracuel, A., Delgado-Pastor, L. C., & Verdejo-Garcia, A. (2014). Combined Goal Management Training and Mindfulness meditation improve executive functions and decision-making performance in abstinent polysubstance abusers. Drug and Alcohol Dependence, 117 (1), 78-81.
2
Borjali, M., Bagiyan Kulehmarz, M. J. Bakhti, M., & Abbasi, M. (2014). The encouragement training based on Adlerian approach and the social and emotional well-being of boarding school students. Quarterly Journal Family and Research, 10(4), 83-100. [Persian]
3
Denault, A. S., & Dery, M. (2014). Participation in organized activities and conduct problems in elementary school the mediating effect of social skills. Journal of Emotional and Behavioral Disorders, 23(3), 167-179.
4
Dokaneheei, F., & Ghaemmaghami, G. (2015). The correlation between the emotional with social competence in female students at high schools of Damavand city. Indian Journal of Fundamental and Applied Life Sciences, 5 (S2), 2055-2060.
5
Fielder, K., & Bless, H. (2001). The formation of beliefs at the interface of affective and cognitive processes. Emotion Review, 3(11), 144-70.
6
Ganai, M. Y., & Mir, M. A. A. (2013). Comparative study of adjustment and academic achievement of college students. Journal of Educational Research and Essays, 11 (2), 5-8.
7
Goleman, D. (2002). Working with emotional intelligence. Development & Psychopathology, 7, 117-119.
8
Golpour, R., Abolghasemi, A., Ahadi, B., & Narimani, M. (2014). The effectiveness of cognitive self-compassion training and emotion-focused therapy on quality of life with depression disorder. Journal of Clinical Psychology, 6 (1), 53-64. [Persian]
9
Granefski, N., & Kraaij, V. (2006). Cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality Individual Differences, 40 (8), 1659-1669.
10
Gratz, K. L., & Gunderson, J. G. (2006). Prelimin ary data on an acceptance-based emotion regulation group intervention for deliberate self-harm among women with borderline personality disorder. Behavior Therapy, 37 (1), 25-35.
11
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well–being. Journal of Personality and Social Psychology, 85, 348-362.
12
Hodge, K. A., & Kemp, C. R. (2006). Recognition of giftedness in the early years of school: Perspectives of teachers, parents and children. Journal for the Education of the Gifted, 30 (2), 164-204.
13
Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. The Journal of Negro Education, 68 (1), 23-35.
14
Karami, A. (1998). Normalization of adjustment inventory for high school students. Tehran: Sina Psycho-Ogical Institute Publication. [Persian]
15
Khosravani, S. (2005). Creative relationship with the five factors of personality and mental health. Ph.D. Thesis of Psychology, Tehran University, Tehran. [Persian]
16
Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81 (1), 74-86.
17
Lamp K. (2013). Personal and contextual resilience factors and their relations to psychological adjustment outcomes across the lifespan: A meta–analysis. Ph.D. Thesis of Counseling Psychology, University of Illinois at Chicago, Chicago.
18
Lent, R. W., Taveira, M. D. C., Pinto, J. C., Silva, A. D., Blanco, A., Faria, S., & Gonçalves, A. M. (2014). Social cognitive predictors of well-being in African college students. Journal of Vocational Behavior, 84 (3), 266-272.
19
Ludtke, O., Robitzsch, A., Trautwein, U., & Kunter, M. (2009). Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling. Contemporary Educational Psychology, 34 (2), 120-131.
20
Midgley, C., Maehr, M. L., Hruda, L., Anderman, E. M., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
21
Naveedy, A., (2009). The efficacy of anger management training on adjustment skills of high school male students in Tehran. Iranian Journal of Psychiatry and Clinical Psychology, 14 (4), 394-403. [Persian]
22
Ornaghi, V., Brockmeier, J., & Grazzani, I. (2014). Enhancing social cognition by trainingchildren in emotion understanding: A primary school study. Journal of Experimental Child Psychology, 119, 26-39.
23
Ozturk, A., & Mutlu, T. (2010). The relationship between attachment style, subjective well-being, happiness and social anxiety among university students. Procedia - Social and Behavioral Sciences, 9, 1772-1776.
24
Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn. E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress and Coping, 25 (3), 349-58.
25
Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering gifted student's affective development: A Look at the impact of academic self-concept. Teaching Exceptional Children Plus, 6 (4), 1-13.
26
Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernandez-Berrocal, P., & Balluerka, N. (2012). Short and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51 (5), 462-467.
27
Saber, M., Tehrani, H., Shojaeizadeh, D., Maleki, Z., & Esfandiyarpoor, R. (2013). Mental health and exposure to stressful life events of nurses working in emergency medical service (ER 115). Health System Research Journa, 9 (3), 294-300. [Persian]
28
Sadri Damirchi, E., & Esmaili Ghazivaloii, F. (2016). Effectiveness of social-emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. Journal of Learning Disabilities, 5 (4), 141-147. [Persian]
29
Samani, S., & Sadeghi, L. (2010). Suitability of psychometric indices of emotional cognitive regulation questionnaire. Psychological Methods and Models, 1 (1), 51-62. [Persian]
30
Sinha, A. K. P., & Singh, R. P. (1993). Manual for adjustment inventory for school students. Translated by: A. Karami (1998). Agra: National Psychological Corporation.
31
Sobhi-Gharamaleki, N., Porzoor, P., Aghajani, S., & Narimani, M. (2015). Effectiveness of emotion regulation training on reduction of anxiety, stress and depression symptoms among university students. Journal of Health Education and Health Promotion, 3 (1), 5-13. [Persian]
32
Spindler, H., Denollet, J., Kruse, C., & Pederson, S. S. (2009). Positive affect and negative affect correlate differently with distress and health-related quality of life in patients with cardiac conditions: Validation of the Danish global mood scale. Journal of Psychosomatic Research, 67 (1), 1, 57-65.
33
Szczygie, D., Buczny, J., & Bazinska, R. (2012). Emotion regulation and emotional information processing: The moderating effect of emotional awareness. Personality and Individual Differences, 52, 433-437.
34
Verzeletti, C., Zammuner, V. L., Galli, C., & Agnoli, S. (2016). Emotion regulation strategies and psychosocial well-being in adolescence. Cogent Psychology, 3 (1), 1-15.
35
Yoo, S. H., Matsumoto, D., & LeRoux, J. A. (2006). The influence of emotion recognition and emotion regulation on intercultural adjustment. International Journal of Intercultural Relations, 30, 345-363.
36
ORIGINAL_ARTICLE
فراتحلیل اثربخشی آموزش مهارتهای زندگی بر رضایت زناشویی زوجین (ایران: 17-2010)
هدف پژوهش حاضر فراتحلیل مطالعات اثربخشی آموزش مهارتهای زندگی بر رضایت زناشویی زوجین بود. روش پژوهش حاضر از نوع فراتحلیل است، از اینرو با استفاده از پایگاههای داخلی نسبت به یافتن و جمعآوری تمام گزارشهای پژوهشی اقدام شد. نمونه مطالعات مورد استفاده شامل 18 مطالعه انجام شده از 2010 تا 2017 در سراسر ایران بود. دادههای حاصل، با روش اندازه اثر تفاوت میانگین استاندارد شده یا d کوهن برای مدل اثرهای ثابت مورد فراتحلیل قرار گرفتند. کلیه تحلیلهای آماری با استفاده از ویرایش دوم نرم افزار جامع فراتحلیل (CMA-2) انجام شد. یافتهها نشان دادند که میانگین اندازه اثر کلی مطالعات مورد بررسی برای مدل اثرات ثابت 555/1 و برای اثرات تصادفی 925/1 است که هر دو در سطح 001/0>p معنیدار بودند. با توجه به اینکه اندازههای اثر ناهمگون بودند، نسبت به جست و جوی متغیرهای تعدیل کننده اقدام شد. نتایج نشان دادند بین اندازه اثر مطالعات مورد بررسی با توجه به طرح پژوهش، جنسیت شرکتکنندگان، نوع آموزش، تعداد جلسات آموزش و شرایط زوجین، تفاوت معنیداری وجود دارد (05/0>p).
https://psychac.scu.ac.ir/article_14096_2c45673f9691241ffc66109ded32cfea.pdf
2018-12-22
111
128
10.22055/psy.2019.24943.2007
مهارتهای زندگی
رضایت زناشویی
فراتحلیل
اندازه اثر
سعید
مشتاقی
saeed1788@gmail.com
1
استادیار، واحد دزفول، دانشگاه آزاد اسلامی، دزفول، ایران
LEAD_AUTHOR
Abbasi, A., Jalilpour, N., Kamkar, A., Zadehbaghri, GH, & Mohamed F. (2011). The effects of life skills training on marital satisfaction of married women: A case study in Dogonbadan, Iran. Armaghane danesh, Yasuj University of Medical Sciences Journal (YUMSJ), 16 (6), 587-94. [Persian]
1
Abedi, A., Mosayebi, E., & Orezi, H. R. (2013). Meta-analysis of effectiveness of psychological groups intervention on rate of marital satisfaction (Iran- 1383-1389). Journal of Family Counseling and Psychotherapy, 3 (2), 233-59.[Persian]
2
Ahmadzadeh, M., Faramarzi, S., Shamsi, A. H., & Samadi, M. (2012). A meta-analysis of relationship between attachment styles and marital satisfaction. Journal of Clinical Psychology Thinking & Behavior, 7 (25), 38-47. [Persian]
3
American Psychological Association (2009). Publication Manual of the American Psychological Association. Washington, DC: American Psycho-logical Association.
4
Azizi, A., Esmaeli, R., Dehghan-Manshadi S. M., & Esmaeli, S. (2016). The effectiveness of life skills training on marital satisfaction in divorce applicant couples. Iran Journal of Nursing, 29 (99), 22-33. [Persian]
5
Botvin, G. J. (1989). Life skills training: Promoting health and personal development: Teacher's manual. Cornell University Medical College Press.
6
Bova, C., Burwick, N. T., & Quinones, M. (2008). Improving women's adjustment to HIV infection: Results of the positive life skills workshop project, Journal of the Association of Nurses in AIDS Care, 19 (1), 58-65.
7
Burrell, N., Allen, M., Gayle, B. M., & Preiss, R. W. (2014). Managing interpersonal conflict, advances through meta-analysis. Rout Ledge Press.
8
Chehreh, H., Ozgoli, G., & Abolmaali, Kh. (2018). The relationship between personality traits and marital satisfaction based on five factors model of personality: A systematic review. Scientific Journal of Kurdistan University of Medical Science, 22 (3), 121-32.[Persian]
9
Dehghan, F., Piri-Kamrani, M., Goli, R., & Rahmani, H.(2017).The impact of life skills training on marital satisfaction, marital dissatisfaction and mental health of veteran’s wife. Journal of Women and Society, 7 (28), 1-12.[Persian]
10
Fakhr, Z., & Kakavand, A. R. (2015). The effect of communication skills training on marital satisfaction of couples. International Conference on Modern Approaches to the Humanities. Retrieved from: https://www. civilica.com/Paper-PSCONF04-PSCONF04_146.html. [Persian]
11
Faramarzi, S., Izadi, R., & Nazeri-Ghomi, N. (2014).The effectiveness of life skills training on increasing marital satisfaction. Applied Psychological Research Quarterly, 4 (4), 1-14.[Persian]
12
Ghorbanizadeh, V., & Hassan-Nangir, S. T. (2013). Application manual for meta-analysis with CMA2 software. Tehran: Jameeshenasan Publication. [Persian]
13
Hajhosseini, M., Zandi S., & Saninejad, S. (2017). Efficacy of PAIRS group psycho-education on marital satisfaction of pregnant women. Journal of Rooyesh-e-Ravanshenasi, 6 (2), 221-38. [Persian]
14
Hedges, M., Higgins, L., & Rothstein, H. (2004). Comprehensive Meta-Analysis Manual, v2. Retrieved from: https://www.Meta-analysis.com/downloads/Meta-Analysis-Manual.pdf
15
Hooman, H. A., Ganji, K., & Omidifar, A. (2013). The meta-analysis of the effectiveness of life skills training on mental health. Journal of Developmental Psychology: Iranian Psychologist, 10 (37), 39-50. [Persian]
16
Kamaly, A., Dehghani, S., & Ghasemi, H. (2014). Meta-analysis of effectiveness of psychological interventions – counseling on enhancing marital satisfaction (Iran: 2002_2012). Journal of Culture Counseling, 5 (19), 70-86. [Persian]
17
Kaveh-Farsani, Z., Ahmadi, S. A., & Fatehizadeh, M. S. (2012). The effect of life skills training on marital satisfaction and adjustment of married women in rural areas of Farsan. Journal of Family Counseling and Psychotherapy, 2 (3), 373-87. [Persian]
18
Khosrojerdi, A., & Namni, E. (2016). The effectiveness of life skills on marital satisfaction and the quality of life of married women. The 4th National Consultation and Mental Health Conference. Retrieved from: https://www.civilica.com/Paper-MAHCONF01-MAHCONF01_173.html. [Persian]
19
Mardani-Hamoleh, M., & Rozitalab, M. (2010). The effect of life skills training on marital satisfaction of hospital female personnel. Journal of Dena, 4 (2), 1-11. [Persian]
20
Mohammad Zadeh, M., Azimi, M. R., & Purmohammadiyan, S. (2016). The effect of life skills training on marital satisfaction. The 4th Conference on Educational Sciences and Psychology, Social and Cultural Dangers of Iran. Retrieved from: https://www.civilica.com/PaperMHWIAUQ04 MHWIAUQ04_442.html. [Persian]
21
Nejati, H. (2007). Marital Psychology. Tehran: Bikaran Publication. [Persian]
22
Nooripour, R., Zademohammadi, A., Dastras, M., & Sargolzai, M. (2014). The effectiveness of life skills training on enhancement of self-esteem and marital satisfaction among addicts in treatment period. Quarterly Journal of Research on Addiction, 8 (29), 37-48.[Persian]
23
Orayzi, H. R., Abedi, A., & Amini, M. (2016). A meta-analysis of extroversion and marital satisfaction. Journal of Fundamentals of mental Health, 18 (6), 305-12. [Persian]
24
Parvin, N., Fatemi, A., Aminian, F., & Rafiee-Vardanjani, L. (2014). Effectiveness of life training skills on marital satisfaction of female nurses in Hajar Hospital in Shahrekord city- a clinical trial. Journal of Clinical Nursing and Midwifery, 3 (1), 37-46. [Persian]
25
Pourheydari, S., Bagherian, F., Doustkam, M., & Bahadorkhan, J. (2013). The effects of life skills training on marital and sexual satisfaction of young couples. Knowledge & Research in Applied Psychology, 14 (1), 14-22.[Persian]
26
Saadat, L., & Zeinali, A. (2016). The effect of family life education on marital satisfactions among Behzisty employees. The Journal of Urmia University of Medical Sciences, 27 (9), 744-59. [Persian]
27
Sajjadi, S., Ghaderisani, R., Farhoodian, A., Mohaghegh, H., Reza-Soltani, P. & Azadchehr, M. (2015). Effectiveness of life skills training on marital satisfaction among young couples. Journal of Social Welfare; 15 (56), 133-49. [Persian]
28
Shariat, A., Ghamarani, A., Abedi, A., & Sharif, T. (2016). Meta-analysis of the effectiveness of couple therapy on increasing marriage satisfaction (Iran 2006-2012). Journal of Woman and Family Studies, 3 (1), 93-109. [Persian]
29
Shirpoor, A. H., & Ebrahimi-Moghadam, H. (2017). The effectiveness of life skill training on marital satisfaction and life expectancy of people with AIDS. Journal of Psychology New Ideas, 1 (1), 21-28. [Persian]
30
Taheri, N., Aghamohammadian-Sherbaf, H. R., & Asghari-Ebrahimabad, M. J. (2017). The effectiveness of an intimate relationship skills training (PAIRS) on increasing marital adjustment and satisfaction in women with cancer. Journal of Urmia Nursing and Midwifery Faculty, 15 (4), 301-12. [Persian]
31
Umberson, D., Williams, K., Powers, D. A., Liu, H., & Needham, B. (2006). You make me sick: Marital quality and health over the life course. Journal of Health and Social Behavior, 47, 1–16.
32
World Health Organization (1993). Life Skills Training Program. (Translated: R. Noori; P. MohammadKhani).Tehran: Welfare Organization Press. [Persian]
33
Yoosefi, N. (2016). Effectiveness of life skills training in marital satisfaction and couple's hopefulness. Family Psychology Journal, 3 (1), 59-70. [Persian]
34
Zarnaghash, M., & Shahni, R. (2013). The influence of family therapy on marital conflicts. ProcediaSocial and Behavioral Sciences, 84, 1838-1844.
35
ORIGINAL_ARTICLE
اثربخشی شناخت درمانی مبتنی بر ذهن آگاهی بر خستگی، اضطراب و افسردگی کارکنان دارای سندرم خستگی مزمن
این پژوهش با هدف بررسی اثربخشی شناخت درمانی مبتنی بر ذهن آگاهی بر خستگی، اضطراب و افسردگی کارکنان دارای سندرم خستگی مزمن دانشگاه آزاد اصفهان (خوراسگان) به مرحله اجرا در آمد. روش پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری را کلیه کارکنان دانشگاه آزاد اصفهان(خوراسگان) در سال 1394 شامل میشد. بدین منظور 200 نفر از کارکنان براساس جدول کوهن و همکاران، که دارای معیارهای ورود به پژوهش بودند به شیوه تصادفی ساده، انتخاب شدند و به پرسشنامه های علائم دوپال (جیسون و همکاران) و کیفیت زندگی (وار و شربن) پاسخ دادند، سپس 28 نفر که تشخیص سندرم خستگی مزمن را دریافت نمودند به طور تصادفی در گروه آزمایشی و گروه کنترل جایگزین شدند (هر گروه 14 نفر). آزمودنی ها قبل و بعد از مداخله و 1 ماه بعد، در مرحله پیگیری به ابزارهای پژوهش شامل پرسشنامههای خستگی(چالدر)، اضطراب و افسردگی بیمارستانی (زیگموند و اسنیث) پاسخ دادند. آزمودنیهای گروه آزمایش به مدت 8 جلسه 90 دقیقهای تحت شناخت درمانی مبتنی بر ذهن آگاهی قرار گرفتند اما بر گروه کنترل هیچ مداخله ای صورت نگرفت. برای تجزیه و تحلیل دادهها از تحلیل کوواریانس چند متغیره استفاده گردید. یافتهها حاکی از کاهش میانگین خستگی، اضطراب وافسردگی در گروه آزمایشی نسبت به گروه کنترل، در مراحل پس آزمون و پیگیری بود(05/0p≤). بنابر یافتههای پژوهش، میتوان برای کاهش خستگی، اضطراب و افسردگی در کارکنان مبتلا به سندرم خستگی مزمن، از شناخت درمانی مبتنی بر ذهن آگاهی سود جست.
https://psychac.scu.ac.ir/article_14131_d560df7e421456c61b44780e768dbbfe.pdf
2018-12-22
129
150
10.22055/psy.2018.23704.1910
اضطراب
افسردگی
خستگی
سندرم خستگی مزمن
شناخت درمانی مبتنی بر ذهن آگاهی
سارا
طاهری
1
گروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی دانشگاه آزاد اسلامی واحد اصفهان(خوراسگان)، اصفهان، ایران
AUTHOR
ایلناز
سجادیان
i.sajjadian@gmail.com
2
،داگروه روانشناسی بالینی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان(خوراسگات)، اصفهان، ایران
LEAD_AUTHOR
Aghaei, A., Jalali, D., Hassanzadeh, R., & Aslan, Z. (2011). Prediction of role ambiguity, role conflict, job burnout, and quadruple dimensions of stress overflow in counselors in Isfahan. Counsellors Based on Their Demographic Characteristics, 6 (20), 7-19. [Persian]
1
Ahmadi, A., Mohammadi Sartang, M., Nooraliee, P., Veisi, M., & Rasouli, J. (2013). Prevalence of anxiety and its relationship with consumption of snacks in high school students in Shiraz. Journal of Shahrekord University of Medical Sciences, 15 (1), 83-90. [Persian]
2
Barnhofer, T., Crane, C., Hargus, E., Amarasinghe, M., Winder, R., & Williams, M. )2009(. Mindfulness-based cognitive therapy as a treatment for chronic depression: A preliminary study. Behavior Research and Therapy, 47 (5), 366-373.
3
Bassak Nejad, S., Aghajani Afjadi, A., & Zargar, Y. (2012). The effectiveness of cognitive group therapy based on mindfulness on sleep quality and life quality in female university students. Journal of Psychological Achievements, 18 (2), 181-198.[Persian]
4
Bayrami, M., Movahedi, Y., & Alizadeh Goradel, J. (2015). The effectiveness of cognition-based mindfulness therapy on the reduction of social anxiety and dysfunctional attitude in adolescents. Journal of Social Cognition, 20 (12), 1-18. [Persian]
5
Behzadiazad, E., Askary, P.(2018). Effectiveness of Cognitive-Behavioral Therapy on Reduction of Chronic Fatigue and Feelings of Entrapment Among Female Married Employees. Journal of Women and Culture, 9 (36), 75-132. [Persian]
6
Belankirom, P. (2005). Storeis and analogies in cognitive behaviar theropy. Behavior and Cognitive Psycotheropy, 33 (1), 45-59.
7
Bond, F. W., Flaxman, P. E., van Veldhoven, M. J., & Biron, M. (2010). The impact of psychological flexibility and acceptance and commitment therapy (ACT) on health and productivity at work. Contemporary Occupational Health Psychology, Global Perspectives on Research and Practice, 1 (1), 296- 313.
8
Carruthers, B. M., Jain, A. K., De Meirleir, K. L., Peterson, D. L., Klimas, N. G., et al. (2003). Myalgic Encephalomyelitis/Chronic Fatigue Syndrome: Clinical Working Case Definition, Diagnostic and Treatment Protocols, Journal of CFS, 11 (1), 7-115.
9
Chalder, T., Berelowitz, G., & Hirsch, S. (1993). Development of a Fatigue Scale. Journal of Psychosomatic Research. 37 (2), 147-153.
10
Cohen, L., Monion, L., & Morrison, K. (2000). Research methods in education. Brithitish Journal of Education Studies, 48 (4), 446-446.
11
Crane, R. (2009). Mindfulness, Based cognitive therapy. New York, Routlege Press page, 18-19.
12
Dobkin, P. L. (2007). Mindfulness based stress reduction: what processes are at work? Complementary Therapies in Clinical Practice, 14 (1), 8-16.
13
Farhadi, M., Yarmohamadi Vasel, M., Zoghi Paidar, M. R., & Chegini, A. A. (2017). The efficacy of hypnotherapy based on ego strengthening on treatment of major depression in female‐headed households, Journal of Psychological Achievement, 24 (1), 63-78. [Persian]
14
Ghamari, H., Dastani, S., & Ghadimi, S. (2014). Effectiveness of the cognitive behavior therapy on reducing depression and obsessive rumination in women with chronic fatigue. Journal of Counseling Research, 13 (50), 101-118. [Persian]
15
Ghasemi Motlagh, M., Maneshi, Gh. R., Askari, K., & Talebi, H. (2013). The Effectiveness of Mindfulness Based Cognitive Therapy on the Level of Use of Negative Self-Conscious Thoughts in Depressed Patients. Educational Research Center of Islamic Azad University, Bojnourd Branch, 35, 134-121. [Persian]
16
Graham, L. (2014). NHS Staff Mindfulness (MBCT) Project 2011 to 2014 Large Reductions in Staff Sickness Rates One Year Following MBCT.
17
Haddadi, M., Zakerian, A., & Mahmoodi, M. (2014). Investigation of Chronic Fatigue Syndrome Questionnaire Validity and Reliability CFS (DSQ Revised). Journal of School of Public Health and Institute of Public Health Research, 12 (1), 75-84. [Persian]
18
Hanasabzadeh, M., Yazdandoost, R., Asgharnejad-Farid, A., & Gharaee, B. (2011). Mindfulness based cognitive therapy (MBCT) on suicidal depressed patients: A qualitative study. Journal of Behavioral Sciences, 1(1),35-45. [Persian]
19
Heins, M.J., Knoop, H., Burk, W.J., & Bleijenberg, G. (2013). The process of cognitive behaviour therapy for chronic fatigue syndrome: Which changes in perpetuating cognitions and behaviour are related to a reduction in fatigue? Journal of Psychosomatic Research ,75 (3), 235–241
20
Institute of Medicine. (2015a). Beyond myalgic encephalomyelitis/chronic fatigue syndrome: Redefining an illness, Washington, DC: The National Academies, Page 2.
21
Jason, L., Evans, M., & Porter, N., (2010). The development of a revised Canadian myalgic encephalomyelitis hronic fatigue syndrome case definition. Am Journal of Biochem Biotechnol, 6 (2), 120-135.
22
Jason, L. A., Porter, N., Hunnell, J., Rademaker, A., & Richman, J. A. (2011). CFS prevalence and risk factors over time. Journal of Health Psychology, 16 (3), 445-456.
23
Kaplan, H. I., & Sadock, B. J. (2015). Synopsis of psychiatry: Behavioral sciences, clinical psychiatry 11th edition. Published by LWW.
24
Kaviani, H., Javaheri, F., & Bahari, H. (2005). Effectiveness of cognitive therapy based on Anxiety Knowledge (MBCT) is a reduction in your thoughts, negative attitudes, ineffective attitudes and depression. Follow up: 60 days. Journal of Cognitive Science, 1 (7), 49-59. [Persian]
25
Kaviani, H., Javaheri, F., & Darayeri, H. (2007). Effectiveness of cognitive therapy based on reducing their thoughts, negative, ineffective attitude, depression and anxiety: 60 day follow up. Journal of Cognitive Science, 7 (1), 49-59. [Persian]
26
Kozak, A. (2008). Mindfulness in the management of chronic pain: Conceptual and clinical considerations. Techniques in Regional Anesthesia and Pain Management, 12 (7), 115-118.
27
Mahdad, A., Rahimi, R., & Atashpour, S. H. (2011). Comparison of occupational stress and occupational accidents frequency among off Shore and OnShore Oil Industry Employees. Journal of New Discoveries in Psycologie, 6 (19), 53-63. [Persian]
28
Moghtaderani, K., Kafi, M., Afshar, H., Ariapouran, S., Daghaghzadeh, H., & Pourkazem, T. (2013). Effectiveness of mindfulness-based cognitivegroup therapy on somatic symptoms inwomen withirritable bowel syndrome. Journal of Reserch Behavioral Science, 10 (7), 698-708. [Persian]
29
Montazeri, A., Vahdaninia, M., Ebrahimi, M., & Jarvandi, S. (2003). The Hospital Anxiety and Depression Scale (HADS): translation and validation study of the Iranian version. Health and Quality of Life Outcomes, 1, 14. http://doi.org/10.1186/1477-7525-1-14. [Persian]
30
Narimani, M., Aria Pouran, S., Abolghasemi, A., Ahadi, B. (2011). Comparison of the effectiveness of mindfulness education and exercise setting training on mental health in chemical war veterans, Journal of Clinical Psychology, 2 (4), 61-71. [Persian]
31
Nasri, S. (2004). Epidemiological study of chronic fatigue syndrome and its relation to psychiatric difficulties in nurses, Journal of Educational Sciences and Psychology, 9 (4), 25-33. [Persian]
32
Nasri, S., Najarian, B., Mehrabizadeh Harmandand, M., & Shokrushkan, H. (2002). Comparison of the effectiveness of two psychological methods in reducing symptoms of chronic fatigue syndrome in female nurses in Tehran. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 2 (1), 53-88. [Persian]
33
Neff, K. (2010). Self-Compassion and ACT. Weill-Cornell Medical College, American Institute for Cognitive Therapy, University of Texas at Austin.
34
Rimes, K. A., & Wingrove, J. (2013). Mindfulness-Based Cognitive Therapy for People with Chronic Fatigue Syndrome Still Experiencing Excessive Fatigue after Cognitive Behaviour Therapy: A Pilot Randomized Study, Clinical Psychology Psychotherapy, 20 (2), 107–117.
35
Risal, A., Manandhar, K., Linde, M., Koju, R., Steiner, T. J., & Holen, A. (2017). Reliability and validity of a Nepali-language version of the Hospital Anxiety and Depression Scale (HADS). Kathmandu University Medical Journal, 13 (2), 115-124
36
Rostami, R., Moghaddas Tabriz, Y., Dervish Porkakkhi, A., & Montazeri, A. (2012). Effect of exercise training on the quality of life of drug dependent patients under methadone maintenance therapy, Journal of Psychological Research Applicable, 3 (1), 1-11. [Persian]
37
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse, Guilford Publication.
38
Sharpe, M. (1996a). Cognitive-behavior therapy forfunctional somatic complaints, the example of chronic fatigue syndrome. Psychosomatics, 38 (4), 350-359.
39
Sohrabi, F., Jaafarifard, S., Zarei, & Eskandari, H. (2013). The effectiveness of mindfulness-based cognitive therapy on panic disorder "case study”. Journal of Clinical Psychology, 3 (4), 31-40. [Persian]
40
Surawy, C., Hackmann, A., Hawton, K., & Sharpe, M. (1995). Chronic fatigue syndrome: A cognitive approach. Behavior Research and Therapy, 33 (5), 535–544.
41
Teasdale, J. D., Williams, J. M., Segal, Z. V., & Soulsby, J. (2000). Mindfulness – based cognitive therapy reduces over general autobiographical memory in for merely depressed patients. Journal of Abnormal Psychology, 109 (1), 150-155.
42
Tyler, P. (1976). Institute of Psychiatry Maudsley Monograph 23, The role of bodily feeling in anxiety. Oxford: Oxford University Press.
43
Valentine, S., Godkin, L., & Varca, Ph. L. (2010). Role conflict, mindfulness, and organizational ethics in an education-based health care institution. Journal of Business Ethics, 94 (3), 455–469.
44
Ware, J. E., & Sherburne, C. D. (1992). The MOS 36-item Short-Form Health Survey (SF-36): Onceptual framework and item selection. Medical Care, 30, 473–483.
45
Williams, K. A., Kolar, M. M., Reger, B. E., & Pearson, C. (2001). Evaluation of a wellness-based mindfulness stress Reduction intervention: A controlled trial. Journal of US National Library of MedicineNational Institutes of Health, 15 (6), 422-432.
46
Zigmond, A. S., & Snaith, R. P. (1983). The Hospital Anxiety and Depression Scale. Acta Psychiatrica Scandinavica, Mindfulness Based Cognitive Therapy for Chronic Fatigue Syndrome, 117 Copyright. Journal of Acta Psychiatrica Scandinavica, 67 (6), 361–370.
47
ORIGINAL_ARTICLE
ببررسی اثر منفی تحمیل عواطف ناهمخوان بر سلامت روانشناختی و تعهد عاطفی کارکنان: نقش تعدیلگری هوش هیجانی و سرمایهی روانشناختی
با توجه به اهمیت مدیریت احساسات و هیجانها در محیط کاری، مطالعهی حاضر با هدف تعیین تأثیر تحمیل عواطف ناهمخوان بر سلامت روانشناختی و تعهد عاطفی کارکنان با نقش تعدیلکنندگی هوش هیجانی و سرمایهی روانشناختی انجام گرفت. در این پژوهش پیمایشی، 121 نفر از کارکنان شعب بانک مسکن اهواز شرکت نمودند. جهت جمعآوری دادهها، از روش تصادفی چندمرحلهای و از پرسشنامههای تحمیل عواطف ناهمخوان، سلامت روانی، تعهد عاطفی، هوش هیجانی و سرمایهی روانشناختی استفاده گردید. دادهها با روش ضریب همبستگی پیرسون و تحلیل رگرسیون همزمان و با استفاده از نرمافزار SPSS-22 تحلیل شدند. نتایج حاصل از تحلیل رگرسیون نشان داد که تحمیل عواطف ناهمخوان نقش معنیداری در کاهش سلامت روانی و تعهد عاطفی کارکنان دارد. علاوه بر این، هوش هیجانی و سرمایهی روانشناختی توانستند رابطهی میان این متغیرها را تعدیل کنند. به عبارت دیگر، هوش هیجانی و سرمایهی روانشناختی توانستند اثر تحمیل عواطف ناهمخوان را بر سلامت روانی و تعهد عاطفی کاهش دهند. بر این اساس، پیشنهاد میشود برای کاهش اثر تحمیل عواطف ناهمخوان بر سلامت روانی و تعهد عاطفی کارکنان سازمان ها باید مجموعه ای از برنامههای آموزشی بهمنظور افزایش هوش هیجانی و سرمایهی روانشناختی، طراحی و اجرا نمایند.
https://psychac.scu.ac.ir/article_14276_84cc869927f16f5fc5637e2c1fcc3400.pdf
2018-12-22
151
162
10.22055/psy.2018.26345.2118
تحمیل عواطف ناهمخوان
هوش هیجانی
تعهد عاطفی
سرمایههای روانشناختی
سلامت روانی - هوش هیجانی
سامان
حدادی احمدسرائی
hadadi.saman@gmail.com
1
کارشناسی ارشد روانشناسی صنعتی سازمانی، دانشگاه شهید چمران اهواز، اهواز، ایران
LEAD_AUTHOR
عبدالزهرا
نعامی
naamiabdul@yahoo.com
2
استاد، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
امین
حسینی مقدم
hosseiny.amin@gmail.com
3
کارشناسی ارشد رشته روانشناسی صنعتی سازمانی دانشگاه شهید چمران اهواز
AUTHOR
Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, 49 (3), 252-276.
1
Anafarta, N. (2015). Job satisfaction as a mediator between emotional labor and the intention to quit. International Journal of Business and Social Science, 6 (2), 72-81.
2
Becker, W. J., & Cropanzano, R. (2015). Good acting requires a good cast: A meso-level model of deep acting in work teams. Journal of Organizational Behavior, 36, 232-249.
3
Chu, K. H.-L., & Murrmann, S. K. (2006). Development and validation of the hospitality emotional labor scale. Tourism Management, 27, 1181-1191.
4
Ciarrochi, J. P., Deans, F., & Anderson, S. (2000). Emotional intelligence moderates the relationship between stress and mental health. Journal of Personality and Individual Differences, 32, 197-209.
5
Ciarrochi, J., Chan, A.Y., Caputi, P., & Roberts, R. (2001). Measuring emotional intelligence. In C Ciarrochi, J. P . Forgas & J.D. Mayer (Eds), Emotional intelligence in everyday life: A scientific inquiry. (25-45). Philadelphia, PA: Psychology Press.
6
Diefendorff, J. M., & Gosserand, R. H. (2003). Understanding the emotional labor process: A control theory perspective. Journal of Organizational Behavior, 24, 945-959.
7
Effati, M., kafi, M., & Del azar, R. (2012). The Relationship between Mental Health and Quality of Life in Substance Abuse. Quarterly Journal of Research on Addiction, 6 (22), Summer 2012. [Persian]
8
Gabriel, A. S., Daniels, M. A., Diefendorff, J. M., & Greguras, G. J. (2015). Emotional labor actors: A latent profile analysis of emotional labor strategies. Journal of Applied Psychology, 100 (3), 863-879.
9
Ghalandari, K., Ghorbani Ghale Jogh, M., Imani M., & Babaei Nia, L. (2012). The effect of emotional labor strategies on employees job performance and organizational commitment in hospital sector: Moderating role of emotional intelligence in Iran. World Applied Sciences Journal, 17 (3), 319-326. [Persian]
10
Ghosh, S., & Swamy, D. R. (2014). A literature review on organizational commitment – A comprehensive summary. Journal of Engineering Research and Applications, 4 (12), 4-14.
11
Goldberg, D. P., & Hillier, V. F. (1979). A scaled version of the General Health Questionnaire. Psychological Medicine, 9 (1), 139-145.
12
Grandey, A. A., Diefendorff, J. M., & Rupp, D. E. (2013). Bringing emotional labor into focus. In A. A. Grandey, J. M. Diefendorff, & D. E. Rupp (Eds.) Emotional Labor in the 21st Century: Diverse Perspectives on Emotion Regulation at Work (3-27) New York: Routledge.
13
Guleryaz, G., Guney, S., & Miski Aydin, E., Asan (2008). “The mediating effect of job satisfaction between emotional intelligence and organizational commitment of nurses”. A questionnaire survey. International Journal of Nursing Studies. Ns: 1304, P: 11.
14
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44 (3), 513.
15
Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Bekeley University of California Press.
16
Humphrey, R. H., Ashforth, B. E., & Diefendorff, J. M. (2015). The bright side of emotional labor. Journal of Organizational Behavior, 36, 749–769.
17
Iplik, F. N., Topsakal, Y., & Iplik, E. (2014). The effects of emotional labor on job attitudes of hotel employees: Mediating and moderating roles of social support and job autonomy. International Review of Management and Marketing, 4 (3), 175-186.
18
Liu, Ch., Liu, X., & Geng, Z. (2013). Emotional labor strategies and service performance: The mediating role of employee creativity. The Journal of Applied Business Research, 29 (5), 1583-1595.
19
Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological Capital: Developing the human competitive edge. Oxford, UK: Oxford University Press.
20
Meyer J. P., Allen, N. J., & Smith, C. (1993), “Commitment to Organizations and Occupations: Extension and Test of a Three-component Conceptualization”, Journal of Applied Psychology, 78, 538-551.
21
Näring, G., Briët, M., & Brouwers, A. (2007). Validation of the Dutch questionnaire on emotional labor (D-QEL) in nurses and teachers. In P. Richter, J. M. Peiro & W. B. Schaufeli (Eds.), Psychosocial Resources in Human Services Work (135-145). München: Hampp Publishers.
22
Nguyen, H., Groth, M., & Johnson, A. (2016). When the going gets tough, the tough keep working: Impact of emotional labor on absenteeism. Journal of Management, 42 (3), 615-643.
23
Psilopanagioti, A., Anagnostopoulos, F., Mourtou, E., & Niakas, D. (2012). Emotional intelligence, emotional labor, and job satisfaction among physicians in Greece. BMC Health Service Research, 12, 463.
24
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9 (3), 185-211.
25
Schutte, N.S., & Malouff, J. M. (1998). Measuring emotional intelligence and related constructs. Levinston: Mellen Press.
26
Seery, B. L., & Corrigall, E. A. (2009). Emotional labor: links to work attitudes and emotional exhaustion. Journal of Managerial Psychology, 24 (8), 797-813.
27
Shanock, L. R., Allen, J. A., Dunn, A. M., Baran, B. E., Scott & Rogelberg, S. T. (2013). Less acting, more doing: How surface acting relates to perceived meeting effectiveness and other employee outcomes. Psychology Faculty, Publications. Paper 110.
28
Zheng, X., Zhu, W., Zhao, H., & Zhang, CH. (2015). Employee well-being in organizations: Theoretical model, scale development, and cross-cultural validation. Journal of Organizational Behavior, 36 (5), 621- 644.
29
ORIGINAL_ARTICLE
مقایسه اثربخشی "برنامه موفقیت در مدرسه"و"مدیریت استرس"بر خودکارآمدی، درگیری، فرسودگی و عملکرد تحصیلی دانشآموزان
هدف پژوهش حاضر، مقایسهی اثربخشی برنامه موفقیت در مدرسه و مدیریت استرس بر خودکارآمدی، درگیری، فرسودگی و عملکرد تحصیلی دانشآموزان در شهر اهواز میباشد. جامعه آماری این مطالعه کلیهی دانشآموزان پسر پایه اول دوره متوسطه اول آموزش و پرورش ناحیه یک اهواز در سال 97-1396 بود. از این جامعه آماری، ابتدا به تعداد 270 دانشآموز به روش تصادفی خوشهای چندمرحلهای و سپس تعداد 60 دانشآموز که در پرسشنامه خودکارآمدی نمره پایین کسب کردند بهعنوان نمونه انتخاب شدند. شرکتکنندگان بهصورت تصادفی به دو گروه آزمایشی (هر گروه 20 نفر) و یک گروه گواه (20 نفر) تقسیم شدند. پژوهش حاضر یک تحقیق آزمایشی و از نوع پیشآزمون - پسآزمون با گروه گواه بود. برای سنجش متغیرهای مورد مطالعه از پرسشنامههای خودکارآمدی تحصیلی مورگان، درگیری تحصیلی زرنگ، فرسودگی تحصیلی برسو و همکاران و عملکرد تحصیلی دانشآموزان در دو نوبت اول و دوم، استفاده شد. مداخله شامل آموزش برنامه موفقیت در مدرسه و مدیریت استرس، هر کدام 10 جلسه 120 دقیقهای بود. نتایج تحلیل کوواریانس چندمتغیری نشان داد که دو روش مداخله "برنامه موفقیت در مدرسه" و "مدیریت استرس"، باعث افزایش خودکارآمدی، درگیری و عملکرد تحصیلی و از طرف دیگر کاهش فرسودگی تحصیلی شده است. این پژوهش نشان داد که بین اثربخشی برنامه موفقیت در مدرسه و مدیریت استرس تفاوت معنیداری وجود ندارد و هر دو میتوانند بهعنوان برنامه تکمیلی در بهبود عملکرد تحصیلی تأثیرگذار باشند.
https://psychac.scu.ac.ir/article_14094_9489c6e3b51a0dc33c9dad3b87dde0a8.pdf
2018-12-22
163
180
10.22055/psy.2019.26349.2119
مدیریت استرس
خودکارآمدی تحصیلی
درگیری تحصیلی
فرسودگی تحصیلی
عملکرد تحصیلی
مجید
دولتخواه
aryamanesharya@yahoo.com
1
دانشجوی دکتری روانشناسی تربیتی، دانشگاه سمنان، سمنان، ایران
LEAD_AUTHOR
محمد علی
محمدی فر
alimohammadyfar@semnan.ac.ir
2
استادیار گروه روانشناسی تربیتی، دانشگاه سمنان، سمنان، ایران (نویسنده مسئول)
AUTHOR
علیاکبر
امین بیدختی
aaminbeidokhti@semnan.ac.ir
3
استاد گروه مدیریت آموزشی، دانشگاه سمنان، سمنان، ایران
AUTHOR
محمود
نجفی
m-nagafi@semnan.ac.ir
4
عضو هیات علمی دانشگاه سمنان
AUTHOR
Abolqasemi, SH., & Saeedi, M. (2012). The effectiveness of teaching coping strategies on Islamic stress and mantras on test anxiety in girls' high school students in Tonekabon. Journal of Psychology & Religion, 5 (2), 55-66. [Persian]
1
Ahola, K., & Hakanen, J. (2007). Job strain, burnout, and depressive symptoms: Aprospective study among dentists. Journal of Affective Disorders, 104 (1-3), 103-110.
2
Amire, A. (2011). Nomination affectiveness teachbeard skills and stress management on academic performance of Ahvaz Islamic azad university. M.A. Thesis of Psychology, Islamic Azad University, Khorasgan branch, Khorasgan. [Persian]
3
Antoni, M., Ironson, G., & Schneiderman, N. (1981). Cognitive-behavioral stress management for individuals living with HIV: Facilitator guide. Translated by: S. J. Al-Mohammad, S. Jokar, & H. T. Neshat Dust (2009). Isfahan: Jahad University Publication.
4
Arch, J., Ayers, C. R., Baker, A., Almklov, E., Dean, D. J., & Craske, M. G. (2013). Randomized clinical trial of adapted mindfulness-based stressreduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders. Behaviour Research and Therapy, 51 (5), 185-196.
5
Azimi, M., Piri, M., & Zavar, T. (2015). The relationship between academic burnout and achievement motivation with academic performance of senior high school students. Journal of Instruction and Evaluation, 7 (27), 87-102. [Persian]
6
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
7
Barrera, T. L., Mott, J. M., Hofstein, R. F., & Teng, E. J. (2013). A meta-analytic review of exposure in group cognitive behavioraltherapy for posttraumatic stress disorder. Clinical Psychology Review, 33 (1), 24-32.
8
Blashill, M. M. (2016). Academic stress and working memory in elementary school students. Ph.D.Thesis of philosophy, University of Northern Colorado, Colorado.
9
Brigman, G., & Campbell, C. (2003).Helping students improve academic achievement andschool success behavior. Professional School Counseling, 7 (2), 91-98.
10
Davy, M., Zargar, Y., & Davoodi, I. (2012). The effectiveness of stress management therapy on cognitive-behavioral stress on type a behavioral pattern and job stress. Journal of Psychological Achievements, Shahid Chamran University of Ahvaz, 4 (1), 198-175.
11
Dortaj, F., & Rajabiyan Dehzireh, M. (2018). The impact of distance education (based mooc) on academic engagementand its components among the students of PNU. Biquarterly Journal of Cognitive Strategies in Learning, 6 (10), 131-150. [Persian]
12
Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T., Loan, K. X., & Dixon, J. (2010). The influence of educational pressure on the mental health of the adolescence in East Asia. Hue University Journal of Science, 61 (1), 18-27.
13
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
14
Foroutanbagha, P., Nezami, M., Soltaninejad, A., Eskandari, H., & Manzari Tavakoli, V. (2015). He effectiveness of life skills training on self-esteem and academic self-efficacy of the students. Applied Psychological Research Quarterly, 6 (3), 61-72. [Persian]
15
Gerler, E. R., & Anderson, R. F. (1986). The effects of classroom guidance on children’s success in school. Journal of Counseling & Development, 65, 78-81.
16
Gerler, E. R., & Drew, N. S. (1990). Succeeding in middle school: A multimodal approach. Elementary School Guidance & Counseling, 24 (4), 263-272.
17
Gerler, E. R., & Herndon, E. Y. (1993). Learninghow to succeed academically in middle school. Elementary School Guidance & Counseling, 27 (3), 186-198.
18
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House: A Journal of Educational, 72 (4), 224-230.
19
Lazarus, R. S. (1982). Thoughts on the relations between emotion and cognition. American Psychologist, 37 (9), 1019-1024.
20
Lee, R. S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance & Counseling, 27, 163-172.
21
Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31 (4), 423-439.
22
Linen Brink, E. A., & Pintrich, P. R. (2002). Motivation as enabler of academic success. School Psychology Review, 31 (3), 313-327.
23
Misra, R., McKean, M., West, S., & Tony, R. (2000). Academic Stress of Colloege Students: Comparison of Student and Faculty Perceptions. College Student Journal, 34 (2), 236-246
24
MoghimIslam, M., Jafari, P., & Hoseini, M. (2013). Impact of stress management training on the girl high school student academic achievement. Procedia-Social and Behavioral Sciences, 89, 22-26. [Persian]
25
Monzari Tavakoli, A. (2002). Study of the relationship between the motivation for progress, the core of control and academic achievement among high school students in Shiraz. M.A. Thesis of Educational Psychology, Shiraz University, Shiraz. [Persian]
26
Putwain, D., & Symes, W. (2011). Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?. Learning and Individual Differences, 21 (2), 227-32
27
Putwain, D., Sander, P., & Larkin, D. (2013) Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83, 633-650.
28
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
29
Reeve, J., Jane, H., Carrell, D., Jean, S., & Brach, J. (2004). Enhancing student engagement by increasing teacher’s autonomy support. Journal of Motivation & Emotion, 28 (2), 147-169.
30
Rezaei, A., Khorshah, M., & Hamidi, R. (2012). Investigating the relationship between personality characteristics, motivational beliefs and learning strategies with academic performance of students in humanities and basic sciences. Educational Psychology (Psychology and Educational Sciences), 8 (26), 11-37. [Persian]
31
Ruben, A. M. (1989). Preventing school dropouts through classroom guidance. Elementary School Guidance and Counseling, 24 (1), 21-29.
32
Saadat, S., Asghari, F., & Jazayeri, R. (2015). The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of University of Guilan. Iranian Journal of Medical Education, 15, 67-78
33
Salmela-Aro, K., & Natanen, P. (2005). BBI-10: Nuorten kouluuupumus-menetelma, adolescent school hourn out method. Helsinki: Edita Publishing.
34
Salmela-Aro, K, Savolainen, H., & Holopainen. L. (2008). Depressive symptoms and school burnout during adolescence: Evidence from two cross longitudinal studies. Journal of Youths and Adolescence, 38 (10), 1316-1327.
35
Samavi, S. A., Ebrahimi, K., & Javdan, M. (2016). Relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. Journal of Cognitive Strategies in Learning, 4 (7), 71-92. [Persian]
36
Saif, A. (2005). Educational psychology (psychology of learning and education). Tehran: Agah Publication. [Persian]
37
Saif, D., & Khayyer, M. (2007). The relationship between motivation belifes and learning approaches among students. Journal of Education Shahid Chamran University of Ahvaz, 3 (1), 1-8. [Persian]
38
Shabani, H. (2002). Educational skills (12 ed.). Tehran: Samt Publication. [Persian]
39
Sheikholeslami, A., Karimian Pour, GH., & Wisay, R. (2016). The prediction of academic burnout based on the quality of academic life and the hope of employment in students. Journal of Educational Psychology, 12 (39), 25-43. [Persian]
40
Soltani, M., Aminoroaia, M., & Attari, A. (2008). Effect of stress managament skills training on the academic achievement of highschool girl students. Journal of Research in Behavioural Sciences, 6 (1),9-16. [Persian]
41
Tan, J. B., & Yates, Sh. (2011). Academic expectations as sources of stress in Asian Students. Social Psychology of Education, 14(3), 389-407.
42
Yang, H., & Fran, C. (2005). An invenstigation the factors mis student burnout in technical – viocational collegc.computersin human behavior yang, hui-jen. Factors affecting student burnout and academic achievement in multiple enrollment programs in talwans technical-vocational collegwes international. Journal of Educational Development, 21, 917-932.
43
Yazdani, A. (2012). Investigating the relationship between personality characteristics of hardiness and resilience with academic achievement in arthritis university students in 2012. Ph.D.Thesis of General Health, Army University of Medical Sciences of the Islamic Republic of Iran, Tehran. [Persian]
44
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18 (5), 459-482.
45
Zang, Y., Gan, Y., & Cham, H. (2007). Heining.Prefectionism, Academic burnout and engagement among chine secollege students: A structural equation modeling analysis. Personality & Invidual Differences, 43 (6), 1529-1540.
46
Zerang, R. (2012). The relationship between learning styles and academic engagement with students' academic performance in Ferdowsi University of Mashhad. M.A. Thesis of Psychology, Ferdowsi University of Mashhad, Mashhad. [Persian]
47
Zyromski, B. (2007). Succeeding in school: A qualitative analysis. M.A. Thesis of Psychology, North Carolina State University, Raleigh.
48
ORIGINAL_ARTICLE
تأثیرآموزش ریاضی به روش جورج پولیا بر مهارت حل مسأله و پیشرفت تحصیلی ریاضی دانشآموزان
ریاضیات و آموزش آن نقش مهمی در توسعه عملکرد ذهنی و اجتماعی افراد دارد و در دنیای دیجیتالی کنونی، توجه ویژه به آموزش ریاضی بیش از پیش ضرورت پیدا میکند. در عین حال، مشکلات زیادی در عملکرد دانشآموزان در این درس مشاهده میشود. تحقیق حاضر با هدف بررسی تأثیر آموزش مهارت حل مسأله به روش جورج پولیا بر مهارت حل مسأله و پیشرفت تحصیلی ریاضی دانش آموزان دختر پایه پنجم دبستان انجام گرفت. روش پژوهش مورد استفاده در این پژوهش، روش نیمه آزمایشی با طرح گروه نامعادل بود. سه دبستان دخترانه از سه منطقه متفاوت شهردزفول از نظر اقتصادی-اجتماعی «بالا شهر، مرکز شهر و پایین شهر» به روش خوشهای تصادفی انتخاب گردید. از هر مدرسه، دو کلاس پایه پنجم انتخاب شد. از طریق انتخاب تصادفی، یک کلاس به عنوان گروه آزمایشی و دیگری به عنوان گروه گواه در نظر گرفته شد. تعداد دانشآموزان گروه آزمایشی و گروه گواه هرکدام 65 نفر بود. ابزار اندازه گیری، آزمون محقق ساخته تشریحی در دو مرحلهی پیش آزمون و پس آزمون بود. سؤالات آزمون، مولفههای درک و فهم، انتخاب راهبرد، محاسبه کردن و ارزیابی به روش حل مسألهی جورج پولیا را میسنجید. روایی و پایایی آزمون مورد بررسی و تأیید قرار گرفت. به منظور تحلیل دادههای پژوهش، از روش تحلیل واریانس چند متغیری و تک متغیری و آزمون t مستقل استفاده گردید. یافتههای پژوهش نشان داد که آموزش مهارت حل مسأله به دانشآموزان بر پیشرفت تحصیلی ریاضی آنان تأثیر مثبت دارد. همچنین، نتایج حاکی از تأثیر آموزش بر درک وفهم، بازنگری و انتخاب راهبرد بود. بر پایه این نتایج، میتوان گفت مهارت در حل مسأله، امری آموختنی است و باید این مهارت آموزش داده شود تا پیشرفت تحصیلی به ویژه در درس ریاضی حاصل گردد. آموزش این مهارت میتواند بخش مهمی از ناکامی دانشآموزان در پیشرفت تحصیلی در درس ریاضی را جبران نماید.
https://psychac.scu.ac.ir/article_14110_0f459966aafbc3a8da8ba3720064eb4d.pdf
2018-12-22
181
200
10.22055/psy.2018.18754.1612
مهارت حل مسأله
پیشرفت تحصیلی ریاضی
درک و فهم
انتخاب راهبرد
محاسبه
بازنگری
نسرین
دارش
nasrindarash23@gmail.com
1
کارشناس ارشد تحقیقات آموزشی دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
سکینه
شاهی
sshahi@scu.ac.ir
2
استادیار، دانشگاه شهید چمران اهواز، اهواز، ایران
LEAD_AUTHOR
سیدعباس
رضوی
abasraz@yahoo.com
3
استادیار، دانشگاه شهید چمران اهواز، اهواز، ایران
AUTHOR
Afzali, A., Delavar, A., & Falsafinegad, M. R. (2014). Applying diagnostic models for determining the essence of difference in first grade high school girls and boys students functions in mathematics. Psychological Achievement Journal, 2, 89-140. [Persian]
1
Ashmore, A., Frazer, M., & Cassey, R. (2007). Problem- solving and problem-solving networks in chemistry. Journal of Chemical Education, 56, 377– 379.
2
Avcu, S. (2010). Pre-service elementary mathematics teachers’ use of strategies in mathematical problem solving. Procedia Social and Behavioral Sciences. 9, 1282- 1286.
3
Babakhani, N. (2011). The effect of teaching the cognitive and meta-cognitive strategies (self-instruction procedure) on verbal math problem-solving performance of primary school students with verbal problem- solving difficulties. Procedia Social and Behavioral Sciences, 15, 563- 670.
4
Caprioara, D. (2014). Problem solving - purpose and means of learning mathematics in school. Procedia - Social and Behavioral Sciences, 191, 1859- 1864.
5
Claibar, R. (2012). Effectiveness of self- regulating help requesting strategy on factors of students mathematics problem solving mindfully with gender and progressive goals. Phd thesis, Tabriz University. [Persian]
6
Cracolice, M., Deming, J., & Ehlert, B. (2008). Concept learning versus problem solving: A cognitive difference. Journal of Chemical Education, 85, 873- 878.
7
Demirel, M., Derman, I., & Karagedik, E. (2015). A study on the relationship between reflective thinking skills towards problem solving and attitudes towards mathematics. Procedia- Social and Behavioral Sciences, 197, 2086 – 2096.
8
Dortaj, F. (2013). Comparative the effect of two teaching methods in playing and classic on motivation and progress. School Psychology Journal, 4, 62- 80. [Persian]
9
Ersoy, E., Guner, P. (2015). The place of problem solving and mathematical thinking the mathematical teaching. The Online Journal of New Horizons in Education, 5, 120- 130.
10
Eskandari, M., Reyhani, E. (2014). The study of problem making process in teaching mathematics. Theory and Practice in Curriculum Journal, 3, 117- 140. [Persian]
11
Fathi Azar, E. (2012). Methods and techniques of teaching, Tabriz, Tabriz university. [Persian]
12
Ganji, H., & Amirian, K. (2014). Study of effectiveness of problem solving skill on high school first grade students training achievement in Songhor province. Educational Management Researchs Quarterly 3 (1), 118-134.
13
Hajiyakhchali, A. (2013). The Effects of Creative Problem Solving Process Training on Academic Well-being of Shahid Chamran University Students. Procedia - Social and Behavioral Sciences, 84, 549 – 552.
14
Hassanpour Hashtayjani, A., & Alinegad Makari, N. (2010). Educational strategies of problem solving for math- distressed students. Extraordinary
15
Education, 100. [Persian]
16
Intaros, P., Inprasitha, M., & Srisawadi, N. (2014). Students’ problem solving strategies in problem solving -mathematics classroom. Procedia -
17
Social and Behavioral Sciences, 116, 4119 – 4123.
18
Isoda, M. (2010). Lesson Study: Problem Solving Approaches in Mathematics Education as a Japanese Experience. Procedia Social and Behavioral Sciences, 8, 17–27.
19
Jahanipour, R. (2007). Choosing strategy in problem solving process. Growth of teaching mathematics, 46. [Persian]
20
Jacobse, A., & Harskamp, E. (2009). Student-controlled metacognitive training for solving word problems in primary school mathematics. Educational Research and Evaluation. 15, 447–463.
21
Jalil Abkenar, S., Ashoori, M., Moleli, G. (2012). Effectiveness of teaching cognition strategies on improvement math problem solving skills in mental disable first grade high school girls. Research on Rehabilitation Science, 3, 391-401. [Persian].
22
Jazayeri, A., Ismaili, M. (2002). The study of teaching metacognition strategies effects on problem solving function. Rehabilitation, 11, 27-32. [Persian]
23
Javady, M., Yaghoobi, M., & Yamini, N. (2010). Application of Problem Solving Studies Strategies in the Student College different of Esfahan. Procedia - Social and Behavioral Sciences,15, 784-790.
24
Johari, S., Nor Hasniza, I., & Mahani, M. (2012) Conceptual and Procedural Knowledge in Problem Solving. Procedia - Social and Behavioral Sciences,56, 416 – 425.
25
Katani, A. (2010). Necessary and direction of changes in school mathematics curriculum of Iran from teacher’s viewpoints. Educational Innovations Quarterly, 33, 91-120. [Persian]
26
Keklik, D. E. (2013). The Scale for Problem Solving Skills in Mathematics: Further Evidence for Construct Validity. Procedia - Social and Behavioral Sciences, 84, 155 – 159.
27
Lorenzo, M. (2005). The development, implementation, and evaluation of a problem solving heuristic. International Journal of Science and Mathematics Education, 3, 33-58.
28
Mahmooei, H., & Dehghani, M. (2014). Effect of teaching Joarge Psoliya’s problem solving strategies on self- ideal and mathematics training progress of 5th grade elementary boy students. Research on Curriculum, 16, 46-57. [Persian]
29
Marchis, J. Z. (2015). Changing pre-service primary-school teachers’ attitude towards Mathematics by collaborative problem solving. Procedia - Social and Behavioral Sciences, 186, 174 – 182.
30
Najari, M., & Gholami, F. (2014). Effectiveness of creative teaching of problem solving on 4th grade students mathematics performance with math disability in Isfahan. Knowledge and Research in Operational Psychology, 12, 57-65. [Persian]
31
Naghipour, A., & Shokri, F. (2014). Problem solving strategies from view of psychology. Second strict conference mathematical science and applications. Tonekabon, Mazandaran payam-e noor University. [Persian]
32
Pelczer, I., Mihaela, S., & Florence, Voica C. (2014). Dynamic thinking and static thinking in problem solving: Do they explain different patterns of students’ answers?. Procedia - Social and Behavioral Science, 28, 217 – 222.
33
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia Social and Behavioral Science, 116, 3169 – 3174.
34
Rezaei, M. (2006). Content analysis of problem solving in mathematics books. Growth of Teaching Mathematics, 86. [Persian]
35
Reid, N., & Yang, M. )2008). The solving of problems in chemistry: the more open-ended problems. Research in Science and Technological Education. 20, 83-96.
36
Roshangar, H., & Dabbaghzadeh, H. (2009). Teaching strategies of problem solving to elementary and guidance students by Polya problem solving model. 10th Iran Mathematics Conference Papers Collection, Yazd. Education ministry. [Persian]
37
Reyhhani, E., Ahmadi, Gh., & Zarandi, K. (2010). Comparative study of problem solving process in high school teaching mathematics curriculum in countries U.S.A, Australia, Japan, Singapour and Iran. Education Quarterly, [Persian]
38
Roozehdar, A. (2009). That must be know about problem solving. Growth of Teaching Mathematics, 86. [Persian]
39
Salehsedghpour, B., & Hayati, M. (2013). Determine the role of academic antecedent, learning strategies and self- regulator on mathematics achievements. Training Psychology Quarterly, 30. [Persian]
40
Seif, A. A. (2008). Training Psychology (Learning and Instruction psychology). Tehran: Agah press. [Persian]
41
Shabbak, M. (2010). Teaching method of mathematics. Tehran: Cyrus press. [Persian]
42
Stamovlasis,D., & Tsaparlis, G. (2005). Cognitive variables in problem solving: A nonlinear approach. International Journal of Science and Mathematics Education, 3, 7–32.
43
Tarve, T. (2015). The Retention Rate of Students of Mathematics Education. Procedia - Social and Behavioral Sciences, 177, 56 – 259.
44
Taspinar, Z., & Bulut, M. (2012). Determining of problem solving strategies used by primary 8, grade student in mathematics class. Social and Behavioral Sciences, 46, 385 –389.
45
Yousefzadeh, M., & Maroofi, Y. (2013). Professional teaching, foundations, skills and strategies, Hamadan, BuAli Sina university. [Persian]
46
ORIGINAL_ARTICLE
اثربخشی طرحواره درمانی بر سلامت روانی، نشخوار ذهنی و احساس تنهایی زنان مطلقه
پژوهش حاضر با هدف تعیین اثربخشی طرحواره درمانی بر سلامت روانی، نشخوار فکری و احساس تنهایی اجتماعی و عاطفی زنان مطلقه انجام شد. روش پژوهش نیمه آزمایشی با طرح پیشآزمون و پسآزمون با گروه کنترل بود. جامعه آماری، تمامی زنان مطلقه مراجعه کننده به مراکز مشاوره شهر ساری در سال 1396 بود. نمونه آماری تعداد 40 نفر (گروه آزمایشی 20 نفر و گروه کنترل 20 نفر) بود که به صورت نمونهگیری غیرتصادفی در دسترس انتخاب گردید. در این پژوهش از سه پرسشنامه، مقیاس احساس تنهایی اجتماعی و عاطفی بزرگسالان، پرسشنامه سلامت عمومی و مقیاس نشخوار فکری نولن هوکسما و مارو و پروتکل طرحواره درمانی استفاده شد. تحلیل دادهها با استفاده از تحلیل کواریانس چند متغیره نشان داد که طرحواره درمانی به طور معنیداری باعث ارتقای سلامت روانی و کاهش نشخوارفکری و احساس تنهایی اجتماعی و عاطفی زنان مطلقه شد. با توجه به این یافتهها، مشاوران و درمانگران میتوانند جهت بازتوانی زنان پس از طلاق در جهت افزایش سلامت روانی، کاهش نشخوارفکری و روابط اجتماعی تسهیل یافتهتر از قواعد طرحواره درمانی استفاده نمایند.
https://psychac.scu.ac.ir/article_14098_010aea80c4c609df12046c77f8e2b081.pdf
2018-12-22
201
216
10.22055/psy.2019.24944.2008
طرحواره درمانی
سلامت روانی
نشخوارفکری
احساس تنهایی
علیرضا
سنگانی
sangany.psycho@gmail.com
1
دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
AUTHOR
زهرا
دشت بزرگی
zahradb2000@yahoo.com
2
گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
LEAD_AUTHOR
Balsamo, M., Carlucci, L., Sergi, M. R., Murdock, K. K., & Saggino, A. (2015). The mediating role of early maladaptive schemas in the relation between co-rumination and depression in young adults. PloS one, 10 (10), e0140177.
1
Bagherinejad, M., SalehiFadardi, J., & Tabatabaee, S. M. (2010). Relationship between rumination and depression in a sample of Iranian students. Educational Studies and Psychology, 11 (1), 38-21. [Persian]
2
Bahrami, F., Sudani, M., & Mehrabizadeh Honarmand, M. (2010). Effect of Gestalt Therapy on Self-esteem, Depression, and Loneliness of Depressed Absolute Women. Social Psychological Studies of Women, 8, 1, 129-145. [Persian]
3
Calvete, E., Orue, I., & Hankin, B. L. (2013). Early maladaptive schemas and social anxiety in adolescents: The mediating role of anxious automatic thoughts. Journal of Anxiety Disorders, 27 (3), 278-288.
4
Cassidy, J. (2012). Loneliness and peer relations in adolescence. Soc Dev., 21: 273-293. 10.1111/j.1467-9507.2011.00611. x.
5
Carlucci, L., D’Ambrosio, I., Innamorati, M., Saggino, A., & Balsamo, M. (2018). Co-rumination, anxiety, and maladaptive cognitive schemas: when friendship can hurt. Psychology Research and Behavior Management, 11, 133.
6
Dasaro, C. R., Holden, W. L., Berman, K. D., Crane, M. A., Kaplan, J. R., Lucchini, R. G., ... & Udasin, I. G. (2015). Cohort profile: World trade center health program general responder cohort. International Journal of Epidemiology, dyv099.
7
Ditommaso, E., Brannen, C., & Best, L. A. (2004). Measurement and validity characteristics of the short version of the social and emotional loneliness scale for adults. Educational and Psychological Measurement, 64 (1), 99-119.
8
Dickhaut, V., & Arntz, A. (2014). Combined group and individual schema therapy for borderline personality disorder: a pilot study. J Behav Ther Exp Psychiatry. 45 (2), 242-51.
9
Erfan, A., Noorbala, A. A., Amel, S. K., Mohammadi, A., & Adibi, P. (2018). The Effectiveness of Emotional Schema Therapy on the Emotional Schemas and Emotional Regulation in Irritable Bowel Syndrome: Single Subject Design. Advanced Biomedical Research, 7 (1), 72. [Persian]
10
Goldberg D. P., & Hillier V. F. (1989). A Scaled Version of General Health Questionnaire. PSYCHOL MED. 9 (13), 1- 45.
11
Ghasemi, A., & Saroukhani, B. (2014). Social factors of divorce and mental health in couples applying for divorce and non-conformist. Journal of Cultural Education in Women and Family, 8 (26), 37-7. [Persian]
12
Jokar, B., & Salimi, A. (2009). Psychometric and Validity Measurement of the Selsa-s Loneliness Social-Emotional Scale, Journal of Shahed University, 16 (8), 102-123. [Persian]
13
Khoshnood, G. A., Shirkavand, N., Ashoori, J., & Arab, S. Z. (2015). Effect of Schema Therapy of on the Happiness and Mental Health of pationts with TYPE II Diabets. Journal of Diabetes Nursing, 3 (1), 8-18. [Persian]
14
Mohammad Nejadi, B., & Rabiei, M. (2015). The effect of schema therapy on quality of life and psychological well-being of divorced women. Journal of Law Enforcement, 4 (3), 179-190. [Persian]
15
Nolen-Hoeksema, S., & Morrow, J. (1991). A prospective study of depression and posttraumatic stress symptoms after a natural disaster: the 1989 Loma Prieta Earthquake. Journal of Personality and Social Psychology, 61 (1), 115.
16
Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3 (5), 400-424.
17
Orue, I., Calvete, E., & Padilla, P. (2014). Brooding rumination as a mediator in the relation between early maladaptive schemas and symptoms of depression and social anxiety in adolescents. Journal of Adolescence, 37 (8), 1281-1291.
18
Panahifar, S., Yousefi, N., & Amani, A. (2014). The Effectiveness of Schema-Based Couple Therapy on Early Maladaptive Schemata Adjustment and the Increase of Divorce Applicants Adaptability. Kuwait Chapter of the Arabian Journal of Business and Management Review, 3 (9), 339. [Persian]
19
Querstret, D., & Cropley, M. (2013). Assessing treatments used to reduce rumination and/or worry: A systematic review. Clinical Psychology Review, 33 (8), 996-1009.
20
Rahim Aghaei, F., Hatamipour, K., & Ashoori, J. (2017). The Effect of Group Schema Therapy on Depression Symptoms and Nurses' Quality of Life. Nursing Education Journal. 6 (3), 17-22. [Persian]
21
Rezaei, M., Ghadampour, E., & Kazemi, R. (2016). Effectiveness of Emotional Schema Therapy on rumination and severity of depression in patients with major depressive disorder. Journal of Clinical Psychology, 7, 4 (28), 45-58. [Persian]
22
Sadeghi Fasaei, S., & Isari, M. (2012). Gender Analysis of Life after Divorce: Qualitative Study. Women in Development and Politics. Women's Research, 10, 3 (38), 5-30. [Persian]
23
Sandler, I. N., Wheeler, L. A., & Braver, S. L. (2013). Relations of parenting quality, interparental conflict, and overnights with mental health problems of children in divorcing families with high legal conflict. Journal of Family Psychology, 27 (6), 915.
24
Sands, A., Thompson, E. J., & Gaysina, D. (2017). Long-term influences of parental divorce on offspring affective disorders: A systematic review and meta-analysis. Journal of Affective Disorders, 15 (2),105-114
25
Sbarra, D. A., & Coan, J. A. (2017). Divorce and health: Good data in need of better theory. Current Opinion in Psychology, 13, 91–95.
26
Schinka, K. C., Van Dulmen, M. H., Mata, A. D., Bossarte, R., & Swahn, M. (2013). Psychosocial predictors and outcomes of loneliness trajectories from childhood to early adolescence. Journal of Adolescence, 36 (6), 1251-1260.
27
Shokhmgar, Z. (2016). Effectiveness of Schema Therapy on reducing mental health problems due to crossover relationships in couples. Nasim Health, 5, 1 (17), 1-7. [Persian]
28
Tapia, G., Perez-Dandieu, B., Lenoir, H., Othily, E., Gray, M., & Delile, J. M. (2018). Treating addiction with schema therapy and EMDR in women with co-occurring SUD and PTSD: A pilot study. Journal of Substance Use, 23 (2), 199-205.
29
Taylor, C. D., Bee, P., & Haddock, G. (2016). Does schema therapy change schemas and symptoms? A systematic review across mental health disorders. Psychology and Psychotherapy: Theory, Research and Practice, 90 (3), 456-479.
30
Titov, N., Dear, B. F., Ali, S., Zou, J. B., Lorian, C. N., Johnston, L., ... & Fogliati, V. J. (2015). Clinical and cost-effectiveness of therapist-guided internet-delivered cognitive behavior therapy for older adults with symptoms of depression: A randomized controlled trial. Behavior Therapy, 46 (2), 193-205.
31
Treynor, W., Gonzalez, R., & Nolen-Hoeksema. (2003). Ruminative Reconsidered: A Psychometric Analysis. Cognitive Therapy and Research. 27 (3), 247-259.
32
Victor, C. R., Burholt, V., & Martin, W. (2012). Loneliness and ethnic minority elders in Great Britain: an exploratory study. Journal of Cross-Cultural Gerontology, 27 (1), 65-78.
33
Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy: A practitioner's guide. Guilford Press.
34
Yousefi, N., Etemadi, A., Bahrami, Fa., Ahmadi, S. A., & Fatehizadeh, M. S. (2010). Comparison of early maladaptive schemas in divorced and normal spouses as predictors of divorce. Journal of Psychiatry and Clinical Psychology, 16 (1), 21-33. [Persian]
35