با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسنده

گروه روانشناسی

چکیده

این پژوهش به منظور اثربخشی رفتار درمانی دیالکتیکی (DBT) بر روی مولفه‌های هیجان تحصیلی و خودکنترلی دانش‌آموزان 7 تا 11 سال مبتلا به اختلال نارسایی توجه و بیش‌فعالی انجام گرفته است. این پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون - پس‌آزمون با گروه کنترل بوده است. با استفاده از پرسش‌نامه‌های هیجان تحصیلی پکران، گوتر و فرانزل (2005) و خودکنترلی تانجی و بامیستر و بون (2004) 30 نفر از دانش‌آموزان دارای نارسایی توجه / بیش‌فعالی، به طور هدفمند انتخاب و به طور تصادفی ساده در دو گروه آزمایشی و کنترل (هر گروه 15 نفر) جایگزین شدند. گروه آزمایشی 8 جلسه فنون DBT را براساس بسته آموزشی آموزش دیدند و گروه کنترل آموزشی در این زمینه دریافت نکردند. پس از اجرای DBT، مجدداً مولفه‌های هیجان تحصیلی و خودکنترلی اعضای هر دو گروه اندازه‌گیری شد. تحلیل کوواریانس چندمتغیری (مانکوا) و تک متغیری (آنکوا) برای تحلیل داده‌ها استفاده شد. تحلیل مانکوا برای مولفه‌های هیجان تحصیلی و خودکنترلی در هر دو گروه تفاوت معنادار را نشان داد و تحلیل آنکوا برای خودکنترلی و مولفه‌های هیجان تحصیلی مانند لذت ازکلاس، خشم و خستگی در هر دو گروه تفاوت معناداری را نشان داد اما در مورد برخی از مولفه‌های هیجان تحصیلی مانند اضطراب، شرم، غرور و ناامیدی بین دو گروه تفاوت معنادار را نشان نداد. یافته‌های این پژوهش در هم‌سویی با نتایج پژوهش‌های مشابه حاکی از آن است که روش DBT می‌تواند نقش موثری در مولفه‌های هیجان تحصیلی و خودکنترلی دانش‌آموزان 7 تا 11سال دارای نارسایی توجه/ بیش‌فعالی داشته باشد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Dialectical Behavior Therapy on Academic Emotion Components and Self-Control of Students with Attention Deficit/Hyperactivity Disorder

نویسنده [English]

  • elaheh sadeghi

Department of psychology

چکیده [English]

The aim of this research was to evaluate the effectiveness of Dialectical Behavior Therapy (DBT) on academic emotion components and self-control in students aged 7 to 11 with Attention Deficit/Hyperactivity Disorder (ADHD). This research methodology was semi-experimental with pretest-posttest design. Using Pekran, Goerz and Frenzel (2005) academic emotion and the Tangey, Baameister, Boone (2004) self-control questionnaires, 30 students with attention deficit\hyperactivity disorder purposively selected any randomly assigned two experimental and control group. (15 students per group) The experimental group received 8 sessions of DBT based on instructional package and, the control group did not receive any training in the field. After the DBT intervention, the academic emotion components and self-control of both groups measured again. Date analyzed using multivariate covariance analysis (MANCOVA) and univariate analysis (ANCOVA). MANCOVA analysis showed significant differences in academic emotion components and self-control in both groups, and ANCOVA analysis showed significant differences in both groups in self-control and certain academic emotion components such as enjoyment, angry and boredom. However, some academic emotion components including anxiety, shame, pride, and hopelessness did not show significant differences between the two groups. The results of this study align with other studies indicating that DBT has significant role in academic emotion components and self- control in students aged 7 to 11 with Attention Deficit\ Hyperactivity Disorder

کلیدواژه‌ها [English]

  • Dialectical Behavior Therapy
  • Academic Emotion
  • Self-Control
  • Attention Deficit\ Hyperactivity
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