مقایسۀ اثربخشی آموزش مهارت‌های خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد بر معنای تحصیلی دانشجویان دارای رفتارهای خودشکن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

2 دانشیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

3 استادیار، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

چکیده

هدف: پژوهش حاضر با هدف مقایسۀ اثربخشی آموزش مهارت‌های خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد بر معنای تحصیلی دانشجویان دارای رفتارهای خودشکن انجام شد.
روش: پژوهش حاضر از لحاظ هدف، کاربردی و از لحاظ روش، نیمه آزمایشی با طرح گروه کنترل نابرابر است. جامعه آماری این پژوهش شامل تمامی دانشجویان مقطع کارشناسی دانشگاه گیلان بود که به روش نمونه‌گیری خوشه‌ای سه مرحله‌ای از میان دانشکده‌ها، رشته‌ها، کلاس‌های دایر در هریک از دانشکده‌های دانشگاه گیلان، به تعداد 15 نفر در هر گروه آزمایشی 1، آزمایشی 2 و گواه گمارده شدند. هم‌چنین از پروتکل آموزش خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد شد. برای آزمودنی‌های گروه آموزشی 1، آموزش خودتعیین‌گری و آموزش مبتنی بر تعهد طی 8 جلسه و هر جلسه 90 دقیقه به طول انجامید. در این مدت اعضای گروه گواه هیچ نوع مداخله‌ای دریافت نکردند. ابزار اندازه‌گیری، پرسشنامه معنای تحصیلی هندرسون - کینگ و اسمیت (2006) و پرسشنامه شناخت و رفتار خودشکن کانینگهام (2007) بود. در بخش تجزیه‌وتحلیل توصیفی شاخص‌هایی نظیر فراوانی، میانگین و انحراف استاندارد نمرات و در بخش استنباطی آزمون t وابسته، تحلیل کوواریانس تک متغیره (ANCOVA) و تحلیل کوواریانس چند متغیره (MANCOVA) مورد استفاده قرار گرفته است(0.05>P).
یافته‌ها: نتایج آزمون تحلیل واریانس افتراقی با پیگیری سه‌ماهه نشان داد آموزش خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد هر دو تأثیر معناداری بر بهبود معنای تحصیلی در دانشجویان دارای رفتارهای خودشکن دارند و این تأثیر برای آموزش خودتعیین‌گری بیشتر است.
نتیجه‌گیری: این یافته‌ها می‌تواند پشتوانه‌ای آموزشی- درمانی در دانشگاه‌ها، کلینیک‌ها و مراکز مشاوره در جهت تقویت معنای تحصیلی در دانشجویان دارای رفتارهای خودشکن باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Comparing the Effectiveness of Teaching Self-determination Skills and Teaching Based on Acceptance and Commitment on the Meaning of Education among the Students with Self-defeating Behaviors

نویسندگان [English]

  • Navab Kazemi 1
  • Seyed Valiollah Mousavi 2
  • Sajjad Rezaei 3
1 PhD in Psychology, Faculty of Literature and Human Sciences, Gilan University, Rasht, Iran
2 Associate Professor, Department of Psychology, Faculty of Literature and Human Sciences, Gilan University, Rasht, Iran
3 Assistant Professor, Department of Psychology, Faculty of Literature and Human Sciences, Gilan University, Rasht, Iran
چکیده [English]

Objective: This study aimed to explore the effectiveness of two different approaches in teaching self-determination skills and acceptance and commitment, and their impact on the academic understanding of students displaying self-defeating behaviors.  
Methods: The current study has a practical purpose and utilizes a semi-experimental method with an unequal control group design. The target population for this research consisted of all undergraduate students at Gilan University. The participants were selected using a three-stage cluster sampling method, which involved selecting faculties, fields, and specific classes within those faculties at Guilan University. Each experimental group (Group 1 and Group 2) and the control group consisted of 15 individuals. The researchers used Henderson-King and Smith's (2006) Meaning of Education Questionnaire and Cunningham's (2007) Self-defeating Cognition and Behavior Questionnaire to assess the variables. The researchers also incorporated a self-determination training protocol and training sessions based on acceptance and commitment.  
Results: The findings indicated that training in self-determination and commitment had a pronounced impact on enhancing the significance of education for students who engaged in self-defeating actions, and it was observed that self-determination training had a more substantial effect than commitment-based training (p<0/005).  
Conclusions: These results have the potential to serve as an educational and therapeutic aid within universities, clinics, and counseling centers to reinforce the significance of education among students who exhibit self-defeating tendencies.

کلیدواژه‌ها [English]

  • Self-determination education
  • Education based on acceptance and commitment
  • meaning of education
  • Self-defeating behaviors

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راهبردهای شناختی در یادگیری
دوره 11، شماره 21 - شماره پیاپی 21
پاییز و زمستان 1402
دی 1402
صفحه 177-195

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