اثربخشی آموزش خود - دلسوزی شناختی بر تاب‌آوری و خودکارآمدی دانش‌آموزان دختر مبتلا به اختلال اضطراب فراگیر

نویسندگان

دانشگاه لرستان

چکیده

مقدمه: هدف از پژوهش حاضر، بررسی اثربخشی آموزش خود - دلسوزی شناختی بر تاب‌آوری و خودکارآمدی دانش‌آموزان دختر مبتلا به اختلال اضطراب فراگیر بود.
روش: طرح پژوهش حاضر، آزمایشی از نوع پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان دختر مبتلا به اختلال اضطراب فراگیر پایه دوم دوره متوسطه دوم در سال تحصیلی 95-1394 بود. به منظور اجرای پژوهش ابتدا غربالگری انجام گرفت که 302 شرکت کننده پرسشنامه نگرانی پنسلوانیا را تکمیل نمودند و از میان آن‌ها 40 نفر مبتلا به اختلال اضطراب فراگیر انتخاب گردید، سپس نمونه منتخب به صورت تصادفی به دو گروه آزمایش و گواه تقسیم شدند. گروه آزمایش طی 10 جسله 90 دقیقه‌ای تحت آموزش خود - دلسوزی قرار گرفتند. ابزار مورد استفاده در این پژوهش مصاحبه تشخیصی و پرسشنامه‌های تاب‌آوری و خودکارآمدی بود. به منظور تجزیه و تحلیل داده‌ها از شاخص‌های آماری توصیفی و استنباطی از جمله تحلیل کواریانس استفاده گردید.
نتایج: نتایج تحلیل کواریانس حاکی از آن بود که گروه آزمایش افزایش معناداری  را در  تاب‌آوری (0.003>P) و خودکارآمدی (0.005>P) بعد از دریافت آموزش نشان دادند.
بحث و نتیجه‌گیری:  بر اساس یافته‌ها می‌توان گفت آموزش خود - دلسوزی عامل تأثیرگذار مهمی بر افزایش تاب‌آوری و خودکارآمدی افراد مبتلا به اختلال اضطراب فراگیر است.

کلیدواژه‌ها


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