مقایسه اثربخشی فعال‌سازی رفتاری و طرحواره درمانی بر کاهش اجتناب تجربه‌ای دانشجویان دارای اهمال‌کاری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 ایمان فرج‌اله چعبی: دانشجوی دکتری روانشناسی، دانشگاه آزاد اسلامی، واحد بوشهر، بوشهر، ایران؛

2 استاد، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران

10.22055/psy.2023.42939.2952
چکیده
هدف این پژوهش بررسی و مقایسه اثربخشی درمان فعال‌سازی رفتاری و طرحواره درمانی بر کاهش اجتناب تجربه‌ای دانشجویان دارای اهمال‌کاری تحصیلی بود. طرح پژوهش آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه گواه بود. جامعه آماری شامل دانشجویان نیمسال اول سال تحصیلی 1401-1400 دانشگاه علوم پزشکی جندی شاپور اهواز بودند. نمونه اول پژوهش شامل 152 نفر دانشجو بود که از میان هفت دانشکده و با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. سپس افراد انتخاب‌شده به پرسش‌نامه اهمال‌کاری تحصیلی سولومون و راث بلوم پاسخ دادند و افرادی که نمره آن‌ها یک نمره بالاتر از انحراف معیار بود، جدا شدند. سپس از میان آن‌ها 60 نفر به صورت تصادفی انتخاب و در سه گروه 20 نفری (دو گروه آزمایش و یک گروه گواه) قرار گرفتند. گروه‌های آزمایشی درمان فعال‌سازی رفتاری و طرحواره درمانی را دریافت کردند، در حالی که روی گروه گواه هیچ‌گونه مداخله‌ای دریافت نکرد. در این پژوهش از مقیاس اهمال‌کاری تحصیلی سولومون و راث بلوم و پرسش‌نامه اجتناب تجربه‌ای چندبعدی گامز، جهت جمع‌آوری داده‌ها استفاده شد. داده‌ها با استفاده از تحلیل کوواریانس تک‌متغیری و در نرم‌افزار SPSS-25 تحلیل شدند. نتایج نشان داد که هر دو درمان فعال‌سازی رفتاری و طرحواره درمانی بر کاهش اجتناب تجربه‌ای دانشجویان دارای اهمال‌کاری تحصیلی اثرگذار است (0001/0p<؛ 29/71F=)؛ با این حال، اثربخشی طرحواره درمانی بیشتر از درمان فعال‌سازی رفتاری بود (002/0P<). بر اساس نتایج حاصل از این پژوهش می‌توان از طرحواره درمانی و نیز درمان فعال‌سازی رفتاری برای کاهش اجتناب تجربه‌ای دانشجویان دارای اهمال‌کاری تحصیلی استفاده کرد

کلیدواژه‌ها


عنوان مقاله English

Comparing the Effectiveness of Behavioral Activation and Schema Therapy on Reducing the Experiential Avoidance of Students with Academic Procrastination

نویسندگان English

Iman Farjaleh Chaabi: 1
Mahnaz Mehrabizadeh Honarmand 2
Naser Amini 3
1 Iman Farjaleh Chaabi: PhD Student, Department of Psychology, Islamic Azad University, Bushehr Branch, Bushehr, Iran;
2 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Assistant Professor, Department of Psychology, Islamic Azad University, Bushehr Branch, Islamic Azad University, Bushehr, Iran
چکیده English

The most valuable result of all training is the ability to get a person to do something when it needs to be done. Whether he likes it or not. The purpose of this study was to investigate and compare the effectiveness of behavioral activation therapy and schema therapy on reducing experiential avoidance in students with academic procrastination. The research design was a pre-test-post-test experiment with a control group. The statistical population included students of the first semester of the academic year 2021-2022 of Jundishapur University of Medical Sciences, Ahvaz. The first sample of the research included 152 students who were selected from among seven faculties by multi-stage cluster random sampling method. Then the selected people responded to Solomon and Rothblum’s Academic Procrastination Scale and those whose score was one score higher than the standard deviation were separated. Then 60 people were randomly selected from among them and placed in three groups of 20 people (two experimental groups and one control group). The experimental groups received behavioral activation and schema therapy, while the control group did not receive any intervention. In this research, Solomon and Rothblum’s Academic Procrastination Scale and Gámez et al. Multidimensional Experiential Avoidance Questionnaire were used to collect data. The data were analyzed using univariate covariance analysis (ANCOVA) and SPSS-25 software. The results showed that both behavioral activation therapy and schema therapy are effective in reducing the experiential avoidance of students with academic procrastination (F=29.71, p<0.0001); However, the effectiveness of schema therapy was higher than behavioral activation therapy (p<0.002). According to the results obtained in this research, it is suggested that early identification of students with academic procrastination and their timely treatment should be done to eliminate their experiential avoidance. According to the results obtained from this research, behavioral activation and schema therapy are recommended as useful treatments to help reduce the clinical symptoms of students with academic procrastination. Based on the results of this research, schema therapy and behavioral activation therapy can be used to reduce the experiential avoidance of students with academic procrastination.
 

کلیدواژه‌ها English

academic procrastination
behavioral activation therapy
Experiential avoidance
schema therapy
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  • تاریخ دریافت 12 بهمن 1401
  • تاریخ بازنگری 13 اردیبهشت 1402
  • تاریخ پذیرش 06 آبان 1402