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اثربخشی آموزش شناختی رفتاری بر اضطراب رقابتی و استرس ادراک شده در دانش‌آموزان استعدادهای درخشان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه پیام نور، تهران، ایران

2 استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

چکیده

 
زمینه و هدف: دانش‌آموزان تیزهوش به دلیل انتظارات دیگران و خانواده ممکن است با فشار و استرس‌های روانی زیادی مواجه باشند. بنابراین هدف از پژوهش حاضر بررسی اثربخشی آموزش شناختی رفتاری بر اضطراب رقابتی و استرس ادراک‌شده در دانش‌آموزان استعدادهای درخشان متوسطه دوم استان اصفهان بود.
مواد و روش­ها: پژوهش حاضر، نیمه‌آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل می‌باشد. بر روی 30 نفر از دانش‌آموزان استعدادهای درخشان متوسطه دوم استان اصفهان با روش نمونه‌گیری در ‌دسترس انجام شد و به‌صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش 8 جلسه 90 دقیقه‌ای آموزش شناختی رفتاری را دریافت کردند و گروه کنترل در لیست انتظار قرار داشتند. برای گردآوری داده‌ها شامل پرسش‌نامه اضطراب رقابتی مارتنز و همکاران (1990) و پرسش‌نامه استرس هولمز و راهه (۱۹۶۷) استفاده شد. تجزیه‌وتحلیل داده‌ها به روش تحلیل کوواریانس چندمتغیره و با استفاده از نرم‌افزار SPSS-25 انجام شد.
یافته­ها: نتایج تحلیل کوواریانس نشان داد که آموزش شناختی رفتاری بر کاهش نمرات پس‌آزمون اضطراب رقابتی و استرس ادراک‌شده در گروه آزمایش در مقایسه با گروه کنترل، اثربخشی داشته است (p<0.01).
نتیجه‌گیری: می‌توان گفت که درمان شناختی رفتاری، یکی از انواع درمان‌های اثربخش در زمینه کاهش اضطراب رقابتی و استرس ادراک‌شده در دانش‌آموزان است بنابراین به متخصصان سلامت روان و مسئولین آموزش و پرورش توصیه می‌شود به‌منظور بهبود بهداشت روانی دانش‌آموزان از این درمان بهره گیرند.

تازه های تحقیق

https://scholar.google.com/citations?view_op=list_works&hl=en&user=xw5esRIAAAAJ

https://pubmed.ncbi.nlm.nih.gov/?term=maryam+kiani

https://scholar.google.com/citations?hl=en&user=6Kp_lCwAAAAJ&view_op=list_works&sortby=pubdate

https://pubmed.ncbi.nlm.nih.gov/?term=nematollah+salehi+najafabadi

 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Cognitive-behavioral Therapy on Competitive Anxiety and Perceived Stress in Gifted Students

نویسندگان [English]

  • Maryam Kiani Oshtorjani 1
  • Nematollah Salehi Najafabadi 2

1 Master of Educational Psychology, Payame Noor University, Tehran, Iran

2 Assistant Professor, Department of Educational Science, Payame Noor University, Tehran, Iran

چکیده [English]

Introduction: Gifted students often encounter considerable pressure and psychological stress stemming from the expectations imposed by others and family members. Therefore, this study aimed to investigate the effectiveness of cognitive-behavioral therapy on competitive anxiety and perceived stress in gifted students of the second secondary school in Isfahan province.
Materials and Methods: The research methodology in this study was applied and utilized a quasi-experimental method of the pre-test-post-test type with a control group. The statistical population consisted of all gifted students in the second high school of Isfahan province, who were selected by the purposeful sampling method. The students were randomly assigned to the control (n = 15) and experimental (n = 15) groups. The experimental group received 8 cognitive-behavioral training sessions. For data collection, questionnaires including the competitive anxiety questionnaire of Martens et al. (1990) and the stress questionnaire of Holmes and Rahe (1967) were used. The data were analyzed by multivariate covariance analysis and SPSS-25 software.
Results: The results showed that cognitive-behavioral therapy is effective in reducing competitive anxiety and perceived stress among gifted students in the second secondary school in Isfahan province (p<0.01).
Conclusion: It can be said that cognitive behavioral therapy is one of the most effective treatments in reducing competitive anxiety and perceived stress in students. Therefore, mental health specialists and education officials are advised to use this treatment to improve the mental health of students.

کلیدواژه‌ها [English]

  • Cognitive behavioral therapy
  • Competitive anxiety
  • Perceived stress
  • Gifted student
مراجع

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مجله دانشگاه علوم پزشکی سبزوار
دوره 32، شماره 1
فروردین و اردیبهشت 1404
صفحه 32-41
فایل ها
سابقه مقاله
  • تاریخ دریافت: 06 تیر 1403
  • تاریخ بازنگری: 28 مرداد 1403
  • تاریخ پذیرش: 05 شهریور 1403
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