اثربخشی مداخله مبتنی بر پذیرش و تعهد بر سرمایه روانشناختی و مشغولیت در مدرسه در نوجوانان دارای مشکلات کم توجهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، گروه مشاوره و روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استادیار گروه مشاوره و روانشناسی، ,واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

3 استاد گروه روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

4 استاد گروه روانشناسی، دانشگاه تبریز، تبریز، ایران.

چکیده

مقدمه: کم‌توجهی یک مشکلی است که توسط تعدادی از علائم، رفتارهای تکانشی و ناتوانی در تمرکز نشان داده می‌شود. ضروری است با به‌کارگیری درمان‌های روان‌شناختی مناسب نسبت به کاهش مشکلات ناشی از آن اقدام نمود. این پژوهش با هدف تعیین اثربخشی مداخله مبتنی بر پذیرش و تعهد بر سرمایه روانشناختی و مشغولیت در مدرسه در نوجوانان دارای مشکلات کم توجهی انجام شد.
روش کار: پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. از جامعه دانش آموزان دختر مقطع متوسطه دوم در ناحیه 2 آموزش و پرورش شهر تبریز، 40 نفر از به عنوان نمونه به روش نمونه گیری هدفمند انتخاب و با روش تصادفی در دو گروه 20 نفری آزمایش و کنترل جایگزین شدند. برای جمع آوری داده ها از مقیاس خودگزارشی مشکلات رفتاری نوجوانان آخنباخ (YSR)، سرمایه روانشناختی لوتانز (PCQ) و مشغولیت دانش آموز در مدرسه (SES-4DS) استفاده شد. در این پژوهش، گروه آزمایش طی 9 جلسه 90 دقیقه ای تحت درمان پذیرش و تعهد (ACT) قرار گرفت و گروه کنترل نیز در لیست انتظار بودند. تجزیه و تحلیل داده ها با استفاده از تحلیل کوواریانس چندمتغیری انجام شد.
نتایج: یافته نشان داد که مداخله مبتننی بر پذیرش و تعهد منجر به تفاوت معنی‌دار بین گروه‌ها در متغیرهای سرمایه روانشناختی به میزان 8/60 درصد و مشغولیت در مدرسه به میزان 8/58 درصد شده است (005/0p<).
نتیجه‌گیری: مداخله مبتنی بر پذیرش و تعهد درمان موثر و قابل توجهی بر ارتقای سرمایه روانشناختی و مشغولیت در مدرسه دانش آموزان دارای مشکلات کم توجهی است.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Acceptance and Commitment Therapy on Psychological Capital and School Engagement among Adolescents with Attention Deficit Problems

نویسندگان [English]

  • Marziye Aghajanpourian Vahid 1
  • Ali Naghi Aghdasi 2
  • Javad Mesrabadi 3
  • Turaj Hashemi Nosrat Abad 4
1 Ph.D. student in Educational Psychology, Counseling and Psychology Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Assistant Professor, Department of Counseling and Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 Professor, Department of Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran
4 Professor, Department of Psychology, Tabriz University, Tabriz, Iran.
چکیده [English]

Introduction: Attention deficit disorder is a problem characterized by a number of symptoms, impulsive behavior and inability to concentrate. It is necessary to reduce the problems caused by using appropriate psychological treatments. The present study is aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological capital and school engagement among adolescents with attention deficit disorder.
Methods: This semi-experimental study was conducted with a pretest-posttest design and a control group. From the population of secondary school girls in the 2nd education district of Tabriz city, 40 people were selected as a sample by purposive sampling method and replaced by random method in two groups of 20 people, experimental and control. The data collection was performed using Achenbach's youth self-report scale of behavioral problems (YSR), Luthans' psychological capital questionnaire (PCQ), and the student-school involvement scale (SES-4DS). In this work, the experimental group received the ACT treatment for 9 90-minute sessions while the control group was waitlisted. The collected data were analyzed using the multivariate ANCOVA.
Findings: As indicated by the findings of the present study, the ACT intervention led to a significant difference between the two groups, the value of which was equal to 60.8% and 58.8% for the psychological capital and school engagement variables, respectively (p<0.005).
Conclusion: it can be said that the ACT intervention is an effective and notable treatment for improving the psychological capitals and school engagement among students with attention deficit disorders.

کلیدواژه‌ها [English]

  • Attention Deficit Disorder
  • Psychological Capital
  • School engagement
  • Acceptance & Commitment Therapy
  • Adolescents

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 67، شماره 2
خرداد-تیر1403
خرداد و تیر 1403
صفحه 593-605

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