روانشناسی بالینی و شخصیت

روانشناسی بالینی و شخصیت

مقایسه تأثیر آموزش خود شفقت‌ورزی و آموزش بازسازی شناختی بر خودکارآمدی دانش‌آموزان دارای اضطراب امتحان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه روان‌شناسی، واحد تربت جام ، دانشگاه آزاد اسلامی، تربت جام ، ایران
2 گروه روان‌شناسی بالینی، واحد کاشمر، دانشگاه آزاد اسلامی، کاشمر، ایران
چکیده
مقدمه: هدف مطالعه حاضر، مقایسه تأثیر آموزش خود شفقت‌ورزی و آموزش بازسازی شناختی بر خودکارآمدی دانش‌آموزان دارای اضطراب امتحان بود.
روش: این مطالعه نیمه‌آزمایشی با طرح پیش‌آزمون - پس‌آزمون با گروه کنترل و پیگیری بود. جامعة آماری پژوهش را دانش‌آموزان پسر متوسطه دوم شهر رشتخوار در سال تحصیلی 1403-1404 تشکیل دادند که 45 نفر از آنان به روش نمونه‌گیری هدفمند انتخاب و به ‌صورت تصادفی در سه گروه ۱۵ نفره، شامل دو گروه آزمایش و یک گروه کنترل، قرار گرفتند. ابزارهای پژوهش، شامل مقیاس اضطراب امتحان فریدمن (1997م.) و مقیاس خودکارآمدی عمومی شرر (1982م.) بود. گروه‌های آزمایش، ۸ جلسه 60 دقیقه‌ای به تفکیک، تحت آموزش خود شفقت‌ورزی و بازسازی شناختی قرار گرفتند و گروه کنترل آموزشی دریافت نکرد. داده‌ها به روش تحلیل واریانس اندازه‌گیری‌های مکرر و آزمون تعقیبی بن فرونی تحلیل شد.
نتایج: نتایج حاکی از اثربخشی هر دو روش خود شفقت‌ورزی و بازسازی شناختی بر خودکارآمدی دانش‌آموزان بود (001/0>P). به این صورت که هر دو رویکرد موجب افزایش خودکارآمدی دانش‌آموزان شدند و اثربخشی آموزش خود شفقت‌ورزی، هم در پس‌آزمون و هم در دوره پیگیری، بیش از آموزش بازسازی شناختی بود (05/0>P).
بحث و نتیجه‏ گیری: به‌طورکلی، نتایج حاکی از آن بود که هر دو رویکردهای درمانی می‌توانند بر افزایش خودکارآمدی دانش‌آموزان مؤثر باشد و به‌ عنوان دو روش مؤثر در توانمندسازی دانش‌آموزان مورد استفاده قرار گیرد.
کلیدواژه‌ها

عنوان مقاله English

Comparing the Effects of Self-Compassion Training and Cognitive Restructuring Training on the Self-Efficacy of Students with Test Anxiety

نویسندگان English

mohammad khaknezhad 1
Ali Akbar Samari 2
Mehdi Nayiri 1
1 Department of Psychology, ToJ.C., Islamic Azad University, Torbat Jam, Iran
2 Department of Clinical Psychology, Kash.C., Islamic Azad University, Kashmar,
چکیده English

Introduction: The aim of the present study was to compare the effects of self-compassion training and cognitive restructuring training on the self-efficacy of students experiencing test anxiety.
Method: This quasi-experimental study employed a pre-test-post-test design with control and follow-up groups. The statistical population consisted of male high school students in Rashtkhar during the 2024–2025 academic year. A total of 45 students were selected through purposive sampling and randomly assigned to three groups of 15 participants each: two experimental groups and one control group. The research instruments included the Friedman Test Anxiety Scale (1997) and the Scherrer General Self-Efficacy Scale (1982). The experimental groups participated in eight separate 60-minute sessions of self-compassion and cognitive restructuring training, while the control group did not receive any training. Data were analyzed using repeated measures analysis of variance (ANOVA) and the Bonferroni post hoc test.
Results: The results indicated that both self-compassion and cognitive restructuring methods significantly improved students' self-efficacy (P < 0.001). Both approaches increased students' self-efficacy; however, self-compassion training was more effective than cognitive restructuring training in both the post-test and follow-up periods (P < 0.05).
Discussion and conclusion: In general, the results indicate that both therapeutic approaches are effective in increasing students' self-efficacy and can be used as valuable methods for empowering students.

کلیدواژه‌ها English

Self-Compassion
Cognitive Restructuring
Self-Efficacy
Test Anxiety
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