نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران

3 استادیار، گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

چکیده

هدف پژوهش مقایسه اثربخشی درمان فراشناختی و رفتاردرمانی دیالکتیکی بر تعلل‍ورزی تحصیلی و نشانه‍های اضطراب امتحان در دانش‍آموزان مقطع دبیرستان بود. این پژوهش نیمه ­آزمایشی بود. جامعه آماری این پژوهش کلیه دانش‍آموزان دبیرستانی شهر تبریز در سال تحصیلی 98-1397 بود که تعداد 45 دانش‍آموز که مطابق با نمره برش در پرسشنامه اضطراب امتحان ساراسون، تشخیص اضطراب امتحان را دریافت کرده بودند، با استفاده از روش نمونه‍گیری خوشه‍ای چندمرحله‍ای و هدفمند انتخاب شدند و به صورت تصادفی ساده در دو گروه آزمایش و یک گروه کنترل (15 نفر در هر گروه) جایگزین شدند. هر سه گروه پرسشنامه‍های اضطراب امتحان (Sarason, 1975) و تعلل‍ورزی تحصیلی (Solomon & Rothblum, 1984) را به عنوان پیش‍آزمون و پس‍آزمون تکمیل کردند.‌گروه آزمایشی اول و دوم به ترتیب 8 جلسه درمان فراشناختی گروهی و 8 جلسه رفتاردرمانی دیالکتیکی گروهی دریافت کردند و گروه کنترل مداخله‍ای دریافت نکرد. داده‌ها با استفاده از تحلیل کواریانس چندمتغیره و تک‍متغیره در نرم‌افزار SPSS.17 تحلیل شدند. نتایج نشان داد که هر دو درمان فراشناختی و رفتاردرمانی دیالکتیکی بر تعلل‍ورزی تحصیلی و نشانه‍های اضطراب امتحان در دانش‍آموزان دارای اختلال اضطراب امتحان تاثیر معناداری دارند(001/0p<)، در حالی­که درمان فراشناختی نسبت به رفتاردرمانی دیالکتیکی بر بهبود تعلل‍ورزی تحصیلی و نشانه‍های اضطراب امتحان تاثیر بیشتری داشت(001/0p<).

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effecte of Metacognitive Therapy and Dialectical Behavioral Therapy on Students' Educational procrastination and Test Anxiety symptoms in Students

نویسندگان [English]

  • laila noei iran 1
  • Akbar Rezaei 2
  • Ali Naghi Aghdasi 3

1 PhD student, Dept of psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

2 Associate prof, Dept of Psychology, Payamnoor University, Tehran, Iran

3 Assistant Prof, Dept of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

چکیده [English]

This research was a quasi -experimental. The statistical population of this study included all high school students in Tabriz, in the academic year of 2018-2019 that 45 students who received the test anxiety diagnosis in accordance with the cutoff score in the Sarason Test Anxiety Questionnaire were selected by multi-stage cluster and targeted sampling and they were randomly assigned to two experimental and one control groups(15 people per group). All three groups completed the Sarason Test Anxiety Questionnaire (1975) and Solomon & Rothblum's Academic Procrastination (1984) as pre-test and post-test. The first and second experimental groups received 8 metacognitive therapy group sessions and 8 dialectical behavioral therapy group sessions, respectively and the control group did not receive intervention. Data were analyzed using multivariate and univariable covariance analysis in SPSS.23 software. The results of covariance analysis showed that metacognitive therapy and dialectical behavior therapy affect on academic proclivity and test anxiety symptoms in students with anxiety disorder (p = 0.001), while meta-cognitive therapy is more effective than dialectical behavioral therapy in improving academic procrastination and test anxiety symptoms in students with test anxiety disorder (p = 0.001).

کلیدواژه‌ها [English]

  • Meta-cognitive therapy
  • dialectical behavior therapy
  • Academic Procrastination
  • test anxiety
  • Students
Azimi, M., Shakeri, M., Nori, R., & Hatami, M. (2014). Effectiveness of metacognitive therapy (MCT) on reducing test anxiety and changing the metacognitive beliefs of the eleventh and twelfth grade students. JNKUMS, 6(3):591-601. [Persian]
Dameshghi Asayesh, S., Yekeh Fallah, M., & Yekeh Falah, M. (2016). The effectiveness of metacognitive therapy in improving procrastination: a single case study, Fourth National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, Tehran, Mehr Arvand Institute of Higher Education, Center for Strategies for Achieving Sustainable Development. [Persian]
Nansizadeh, H., Babapour, J., & Moheb, N. (2014). The effectiveness of dialectical behavior therapy on disturbance tolerance, mindfulness and emotional regulation on high school students' developmental anxiety. The Second National Conference on Research and Treatment in Clinical Psychology, Torbat-e Jam, Islamic Azad University, Torbat-e Jam Branch. [Persian]
Javadi, F., Hashemi Razini, H., & Hashemi Razini, S. (2015). The relationship between academic procrastination with self-regulated Learning strategies and academic achievement. Journal of Applied Psychological Reserch. 1(1):193-207. [Persian]
Badri, R. (2015). The effectiveness of emotional regulation skills training based on dialectical behavior therapy on students' emotional self-regulation and academic procrastination. (dissertation). Tabriz: Tabriz University. [Persian]
Cheraghian, N., Fereidooni- Moghadam, M., Baraz-Pardejani, S.H., & Bavarsad, N. (2008). Test Anxiety and its Relationship with Academic Performance among Nursing Students. Knowledge & Health, 3(3-4):25-29. [Persian]
Boparai, J.K., Gupta, A.K., Singh, A., Matreja, P.S., Khanna, P., & Garg, P. (2013). Impact of test anxiety on psychomotor functions and satisfaction with life of medical undergraduates during second professional curriculum. Education in Medicine Journal,5(4):6-11.
Capan, E. (2010). Relationship among perfectionism, academic procrastination and life satisfaction of university students. Procedia Social and Behavioral Sciences; 5, 1665-1671.
Embse, N.V.D., & Hasson, R. (2012). Test anxiety and high-stakes test performance between school settings: implications for educators. Preventing School Failure: Alternative Education for Children and Youth, 2012, 56(3),180-187.
Hagen, R., Hjemdal, O., Solem, S., Kennair, L.E., Nordahl, H.M, Fisher, P., & Wells, A. (2017). Metacognitive Therapy for Depression in Adults: A Waiting List Randomized Controlled Trial with Six Months Follow-Up. Front Psychol, 24, 8:31.
Harrison, J.A. (2011). Effects of a brief yoga intervention on test anxiety in fifth grade students.
 
Unpublished Master’s Thesis, University of Dayton.
Kármen, D., Kinga, S., Edit, M., Susana, F., Kinga, K.J., & Réka, J. (2015). Associations between academic performance, academic attitudes, and procrastination in a sample of undergraduate students attending different educational forms. Procedia - Social and Behavioral Sciences, 187, 45 – 49.
Keshavarz, S., Vahedi, S.H., & Hashemi, T. (2016). The Role of Perfectionism on Exam Anxiety Due to Academic Procrastination, 2nd International Conference on Applied Research in Educational Sciences and Behavioral Studies and Social Injuries, Tehran, Soroush Hekmat Mortazavi Center for Islamic Studies and Research. [Persian]
Klingsieck, K.B. (2013). Procrastination. When good things don't come to those who wait. European Psychologist, 18, 24–34.
Linehan, M. (2005). Skills training manual for treating borderline personality disorder. 2nd ed. New York: Guilford Publications.
Miller, A.L., Rathus, J.H., & Linehan, M. (2007). Dialectical Behavior Therapy with Suicidal Adolescents. NY, Guilford Press, 38-70.
Park-Stamm, E., Gollwizer, P.M., & Oetingen, G. (2010). Implementation Intention and test anxiety: shielding academic performance from distraction. Journal of learning and individual differences; 20, 30-33.
Ramezani, J., Hossaini, M., & Ghaderi, M.R. (2016). The relationship between test anxiety and academic performance of Nursing and Emergency Medical Technician students. Educ Strategy Med Sci,9(5):392-399. [Persian]
Rebetz, M., Rochat, L., & Van der Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6.
Robins Cikoons, C.R. (2004). Dialectical Behavior therapy of server personality disorders. In: Magnavita JJ, Editor. Handbook of Personality Disorders: Theory and Practice. New Jersey, NJ: John Wiley & Sons.
Sarason, I.G. (1975). Test anxiety and the self-disclosing, coping model. J Consult Clin Psychol, 43(2), 148-153.
Solomon, L.J., & Rothblum, E.D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503.
Tabachinck, B.G., & Fidell, L.S. (2013). Using multivariate statistics. 6nd ed. Boston: Person Education.
Taherzadeh Ghahfarokhi, S., Ebrahimi Ghavam, S., Dortaj, F., & Saadi Pour, E. (2016). Comparing the Effectiveness of Meta-Cognitive Therapy with Meichenbaum’s Self-Instructional in Reduction of Meta- Cognitive Beliefs of Students with Test Anxiety. Sjimu, 23 (7):110-118. [Persian]
Uwakwe, C.B.U., & Akanbi, S.T. (2017).Effectiveness of dialectical behaviour therapy in reduction of test anxiety among students with learning disabilities in Oyo State, Nigeria. IFE PsychologIA: An International Journal, 25(2), 165–179.
Valentine, S.E., Bankoff, S.M., Poulin, R.M., Reidler, E.B., & Pantalone, D.W. (2015).The use of dialectical behavior therapy skills training as stand-alone treatment: a systematic review of the treatment outcome literature. Journal of Clinical Psychology, 71, 1-20.
Wells, A. (2000). Emotional disorder and metacognition: Innovative cognitive therapy. Chic Hester: Wiley.
Wells, A. (2009). Metacognitive Therapy for Anxiety and Depression. New York: Guilford
Yılmaz, A.E., Gençöz, T., & Wells, A. (2011). The temporal precedence of metacognition in the development of anxiety and depression symptoms in the context of life-stress: a prospective study. J Anxiety Disord, 25(3),389-96.
Yong, F.L. (2010). A study on the assertiveness and academic procrastination of English and Communication students at a private university. American Journal of Scientific Research, 9, 62-71.