اثربخشی آموزش مبتنی بر پذیرش و تعهد برباورهای انگیزشی و افق زمانی دانشجویان دارای رفتارهای خودشکن تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

دانشگاه علامه طباطبایی

چکیده

مقدمه: پژوهش حاضر با هدف بررسی اثربخشی آموزش مبتنی بر رویکرد پذیرش و تعهد بر باورهای انگیزشی و افق زمانی دانشجویان دارای رفتارهای خودشکن تحصیلی دانشگاه ولی‌عصر رفسنجان انجام گرفته است.
روش: پژوهش به روش نیمه‌آزمایشی و با طرح پیش‌آزمون و پس آزمون با گروه کنترل اجرا شد. جامعه آماری شامل دانشجویان مقطع کارشناسی دانشگاه ولی‌عصر رفسنجان در سال تحصیلی 96-95 بودند، نمونه شامل 40 نفر از دانشجویان دارای رفتارهای خودشکن تحصیلی بود که به شیوه نمونه‌گیری خوشه‌ای انتخاب و به صورت تصادفی در دو گروه آزمایش (20 نفر) و کنترل (20 نفر) گنجانده شدند. گروه آزمایشی به مدت 8 هفته و هر هفته یک جلسه گروهی دو ساعته تحت آموزش قرار گرفتند. گروه کنترل در طول این مدت هیچ آموزشی را دریافت نکردند.  آزمودنی‌ها توسط مقیاس‌های شناخت و رفتار خودشکن کانینگهام (2007)، راهبردهای انگیزشی برای یادگیری پنتریچ و دی گروت (1990) و چشم‌انداز زمان زیمبادرو (1999) قبل و بعد از آموزش و پس از اتمام مرحله پیگیری سه ماهه مورد ارزیابی قرار گرفتند. تحلیل داده‌های پژوهش به کمک نرم‌افزار آماری «اس. پی. اس. اس. 22» و به دلیل رعایت نشدن مفروضه همگنی واریانس کوواریانس از آزمون تحلیل واریانس چند متغیری با اندازه گیری مکرر و با تصحیح گرین - هاوس استفاده شد.
نتایج: یافته‌های مربوط به آزمون‌های تجزیه و تحلیل واریانس با اندازه‌گیری مکرر نشان داد که تفاوت معناداری بین گروه آزمایش و کنترل در مرحله پس‌آزمون و پیگیری وجود دارد. همچنین نتایج نشان داد آموزش مبتنی بر رویکرد پذیرش و تعهد بر کاهش رفتارهای خودشکن تحصیلی و متعاقباً بر باورهای انگیزشی و افق زمانی دانشجویان دارای رفتارهای خودشکن تحصیلی  اثربخش بوده است.
بحث و نتیجه‌گیری: نتایج نشان داد که آموزش پذیرش و تعهد  منجر به کاهش رفتارهای خودشکن تحصیلی، کاهش اضطراب امتحان،افزایش خودکارآمدی و انگیزه درونی و همچنین افزایش اهمیت نسبت به دیدگاه‌های زمانی آینده هدفمند در دانشجویان دارای رفتارهای خودشکن می شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment Training prgram on motivational beliefs and future time perspective for students with academic self-defeating behaviors.

نویسندگان [English]

  • Somayeh Hadad Ranjbar
  • Esmaeil Sadipour
  • Fariborz Dortaj
  • Ali Delavar
  • Sogra Ebrahimi Qavam
Allameh Tabataba'i University
چکیده [English]

Abstract:
Introductin: The purpoe of this study was to study of the effectiveness of training program based on acceptance and commitment approach on motivational beliefs and future time perspective for students with academic self-defeating behaviors in valiasr University of Rafsanjan.

Method: The research was a semi-experimental design with pre-test and post-test design with control group. The statistical population consisted of undergraduate students of Vali-e-Asr University of Rafsanjan in the academic year of 1995-96. A sample of 40 students with self-educated behaviors was selected by cluster sampling and randomly divided into two experimental groups (20 People) and control (20 people) were included. The experimental group received a two-hour group training session for 8 weeks and weekly. The control group did not receive any training during this period. The subjects were evaluated by their Self-Defeating Behavior and Cognition Scale Cunningham (2007), the Motivational Strategies for Learning Pentrich and De Groot (1990) and Zimbabwe's Time Perspective (1999) before and after the training and after the completion of the three-month follow-up phase. Analysis of data using the statistical software "SSPSS22" and because of non-observance of the homogeneity assumption of variance of covariance, multivariate analysis of variance analysis with repeated measurements and with Green-house correction was used.
Conclusion: Findings of repeated measure ANOVA showed that there was a significant difference between the experimental and control groups in the post-test and follow-up stages. The findings showed that Training based on Acceptance and commitment approach was aimed at reducing self-defeating's academic behaviors and consequently on motivational beliefs and time future perspective of students with self-defeating academic behaviors.

Discussion and Conclusion: It can be concluded that the program of Acceptance and Commitment reduces self-defeating behaviors, reduces the examin anxiety, increases self-efficacy and internal motivation, as well as Increasing significance towards targeted future perspectives in students with self-defeating behaviors.
 

کلیدواژه‌ها [English]

  • Acceptance and Commitment
  • motivational beliefs
  • Future time perspective
  • Self-defeating

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