نوع مقاله : مقاله پژوهشی

نویسندگان

• فاطمه باغبان ¹
• طیبه شریفی ²
• محمد قاسمی پیر بلوطی ³

¹ دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

² استاد گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران

³ استادیار گروه روان شناسی،واحد شهرکرد،دانشگاه آزاد اسلامی،شهرکرد، ایران

چکیده

هدف از این پژوهش مقایسه اثربخشی آموزش تنظیم‌هیجان و ذهن‌آگاهی نوجوان‌محور بر عواطف و اهمال‌کاری‌تحصیلی نوجوانان دختر بود. روش پژوهش نیمه‌آزمایشی و از نوع پیش‌آزمون و پس‌آزمون با گروه گواه و دوره‌ی پیگیری سه‌ماهه بود. جامعه‌ی آماری را نوجوانان دختر با اهمال‌کاری‌تحصیلی بالا در شهر اصفهان در سال 1402-1403 تشکیل دادند. از جامعه‌ی مذکور به‌روش در دسترس 60 نفر انتخاب و تصادفی در سه گروه تقسیم و پیش‌آزمون اجرا شد. ابزارهای پژوهش مقیاس عواطف مثبت و منفی (دینر و همکاران، 2010) و پرسشنامه اهمال‌کاری‌تحصیلی (سولومون و راثبلوم، 1984) بود. گروه آزمایش اول، آموزش تنظیم‌هیجان و گروه آزمایش دوم، آموزش ذهن‌آگاهی نوجوان‌محور را دریافت نمودند. نتایج با استفاده از تحلیل واریانس با اندازه‌گیری مکرر و نرم‌افزار 26SPSS بررسی شد. نتایج نشان داد که در مرحله‌ی پس‌آزمون و پیگیری در میانگین عواطف مثبت و منفی بین دو گروه آزمایش با یکدیگر تفاوت وجود ندارد اما بین گروه‌های آزمایش با گروه گواه تفاوت وجود دارد (01/0>P). در مرحله‌ی پس‌آزمون و پیگیری در میانگین اهمال‌کاری‌تحصیلی بین دو گروه آموزش با یکدیگر و با گروه گواه تفاوت وجود دارد (01/0>P). بنابراین به‌منظور بهبود عواطف و اهمال‌کاری تحصیلی نوجوانان می‌توان از لذا می‌توان از آموزش تنظیم‌هیجان و ذهن‌آگاهی نوجوان‌محور و با ترجیح رویکرد تنظیم‌هیجان بهره برد.

کلیدواژه‌ها

• آموزش تنظیم‌هیجان
• اهمال‌کاری تحصیلی
• ذهن‌آگاهی نوجوان‌محور
• عواطف

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

Comparison of the effectiveness of emotional regulation training and adolescent-centered mindfulness training on emotional and academic procrastination of adolescent girls

نویسندگان [English]

• Fateme Baghban ¹
• tayebeh sharifi ²
• Mohammad Ghasemi Pirbalouti ³

¹ PhD student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

² Professor Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.

³ Assistant Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

چکیده [English]

Introduction
Considering the high prevalence of academic procrastination in adolescent girls and its hindering role in achieving academic success, along with the aggravating effects of negative emotions in this field, it is necessary to provide interventions to facilitate the educational life of adolescents. Research evidence has revealed the effectiveness of two interventions of emotion regulation and mindfulness training in the field of adolescent academic procrastination. According to the emotion regulation training model, people who have emotional problems use maladaptive emotion regulation strategies more, and for this reason, modifying or eliminating maladaptive strategies and training compatible emotional strategies can lead to solving emotional problems. On the other hand, adolescent-centered mindfulness training by focusing on helps adolescents to learn to manage their emotions in the best possible way in the present and without judgment in a specific way, focused on the goal and based on their inner ability to pay attention, cognition and emotions. Therefore, the aim of the current research was to compare the effectiveness of emotion regulation training and adolescent-centered mindfulness training on emotions and academic procrastination of female adolescents.
Method
The research method was quasi-experimental and pre-test and post-test with a control group and a three-month follow-up period. The statistical population was formed by teenage girls with high academic procrastination in Isfahan in 2024. From the mentioned society, 60 people were selected and randomly divided into three groups and a pre-test was conducted. The research tools were positive and negative emotions scale (Diener et al., 2010) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The first experimental group received emotion regulation training and the second experimental group received adolescent-centered mindfulness training in 8 weekly 90-minute sessions. The control group did not receive any intervention during this period and remained on the waiting list. After the completion of the meetings and three months after the implementation of educational interventions, the research groups are re-evaluated. The results were analyzed using variance analysis with repeated measurements and SPSS26.
Results
In the post-test and follow-up stage, there is no significant difference between the two training groups in the average variables of positive emotions, negative emotions, procrastination in preparing for assignments and procrastination in preparing for the end of the semester, but there is a significant difference between the experimental groups and the control group (P<0.01). On the other hand, in the post-test and follow-up phase, there is a significant difference in the mean variables of procrastination in preparing for exams and academic procrastination between the two education groups and the control group (P<0.01).
Conclusion
Based on the results obtained, it is suggested to psychologists, clinical counselors and therapists to moderate the emotions and reduce the procrastination of adolescent girls by holding training workshops on emotional regulation and adolescent-oriented mindfulness so that adolescent girls can successfully and successfully complete their academic life. take a smoother path. Therefore, it is possible to benefit from adolescent-oriented emotion regulation and mindfulness training, preferably using the emotion regulation approach in secondary schools as effective educational approaches to improve the emotional and academic status of adolescent girls.

کلیدواژه‌ها [English]

• Emotion regulation training
• academic procrastination
• adolescent-centered mindfulness training
• emotions