طراحی و بررسی اثربخشی بسته آموزشی مبتنی بر ذهن آگاهی بر تعلل‌ورزی، خودکارآمدی و انگیزش تحصیلی کودکان مبتلا به کندگامی شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 استاد گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

3 دانشجوی دکتری تخصصی روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف: پژوهش حاضر با هدف تعیین اثربخشی بسته آموزشی مبتنی بر ذهن آگاهی بر تعلل­ورزی، خودکارآمدی و انگیزش تحصیلی کودکان مبتلا به کندگامی شناختی انجام شد.
روش: این پژوهش در قالب طرح تجربی تک آزمودنی با خطوط پایه چندگانه و با ورود پلکانی اجرا شد. نمونه موردنظر 5 نفر از کودکان 10 تا 14 ساله دارای نشانه­های کندگامی شناختی ساکن شهرستان تبریز در سال تحصیلی 1402-1401 بودند که به روش نمونه‌گیری هدفمند و با استفاده از ابزارهای تشخیصی (مصاحبه بالینی ساختاریافته و پرسشنامه کندگامی شناختی) انتخاب شدند. افراد انتخاب‌شده به‌صورت انفرادی، طی 12 جلسه تحت درمان مبتنی بر ذهن آگاهی قرار گرفتند و همه افراد در سه مرحله (خط پایه، درمان و پیگیری) به‌وسیله مقیاس تعلل­ورزی نسخه دانش­آموز (سولومون و راثبلوم، 1986)، مقیاس خودکارآمدی تحصیلی (جینکز و مورگان، 1999) و مقیاس انگیزش تحصیلی (والرند و همکاران، 1992) ارزیابی شدند. به‌منظور تحلیل داده‌ها از شاخص‌های تغییر روند، شیب، بازبینی نمودارها و برای تعیین معناداری بالینی از درصد بهبودی و اندازه اثر استفاده گردید.
یافته‌ها: نتایج نشان داد درمان مبتنی بر آموزش ذهن آگاهی منجر به کاهش تعلل­ورزی تحصیلی و افزایش خودکارآمدی و انگیزش تحصیلی کودکان مبتلا به کندگامی شناختی با اندازه اثر بزرگ شده است. همچنین میانگین درصد بهبودی محاسبه شده، بیانگر معناداری بالینی تغییرات در متغیرهای خودکارآمدی و انگیزش تحصیلی و عدم معناداری بالینی تغییرات در متغیر تعلل­ورزی تحصیلی بود.
نتیجه‌گیری: بر اساس نتایج مطالعه حاضر می­توان گفت آموزش ذهن آگاهی دارای تلویحات عملی در بهبود عملکرد تحصیلی کودکان مبتلا به کندگامی شناختی بوده و برای بالینگران قابل توصیه است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Designing and Evaluating the Effectiveness of Mindfulness-Based Training Package on Procrastination, Self-Efficacy and Academic Motivation of Children with Sluggish Cognitive Tempo

نویسندگان [English]

  • Mansour Bayrami 1
  • Khalil Esmaeilpour 2
  • Mohammad Shadbafi 3
1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran.
2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
3 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
چکیده [English]

Objective: The present study was conducted with the aim of evaluating the effectiveness of mindfulness-based training package on procrastination, self-efficacy and academic motivation of children with sluggish cognitive tempo.
Methods: This study was implemented within the framework of a single -subject experimental design with multiple baselines. The sample consisted of 5 children aged 10 to 14 years with sluggish cognitive tempo symptoms, living in Tabriz City in the 2022-2023 academic year, who were selected by purposeful sampling method and using diagnostic tools (structured clinical interview and measure of sluggish cognitive tempo). The samples received mindfulness training for 12 sessions, and all of them were evaluated in three stages (baseline, treatment and follow-up) using the procrastination assessment scale-students (Solomon and Rothblum, 1986), student efficacy scale (Jinks and Morgan, 1999) and academic motivation scale (Vallerand et al., 1992). For data analysis, the indicators of trend change, slopeIn and review of charts were used; also to determine the clinical significance, recovery percentage and effect size were used.
Results: The results showed that mindfulness-based therapy reduced academic procrastination and increased self-efficacy and academic motivation of children with sluggish cognitive tempo with a large effect size. Also, the calculated average recovery percentage showed the clinical significance of changes in self-efficacy and academic motivation and the clinical non-significance changes in academic procrastination.
Conclusions: According to the results of this study, it can be said that mindfulness training has practical implications in improving the academic performance of children with sluggish cognitive tempo and is recommended for clinicians.

کلیدواژه‌ها [English]

  • Mindfulness-Based Training
  • Sluggish Cognitive Tempo
  • Procrastination
  • Self-Efficacy
  • Academic Motivation

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 107-126

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