بررسی و مقایسه اثربخشی رواندرمانی مثبت نگر و درمان شناختی رفتاری بر کاهش نشخوار فکری تحصیلی و استرس تحصیلی دانش آموزان دختر تیزهوش

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دکتری روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران

2 استادیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران

3 دانشیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران

4 دانشیار گروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران

10.22075/jcp.2020.17113.1623

چکیده

این پژوهش با هدف بررسی و مقایسه اثربخشی رواندرمانی مثبت نگر و درمان شناختی رفتاری بر کاهش نشخوار فکری تحصیلی و استرس تحصیلی دانش آموزان دختر تیزهوش انجام شد. پژوهش یک مطالعه شبه آزمایشی همراه با انتخاب و گمارش تصادفی آزمودنی ها، در گروه های آزمایش و کنترل به همراه پیش آزمون و پس آزمون بود. جامعه آماری شامل کلیه دانش آموزان دختر متوسطه دوم استعدادهای درخشان شهر خرم آباد بود که ابتدا با استفاده از روش سرشماری همه دانش آموزان پرسشنامه های نشخوار فکری تحصیلی و استرس تحصیلی را تکمیل کردند. سپس تعداد 45 نفر که بالاترین نمرات را در مقایسه با سایرین کسب کردند انتخاب و به صورت تصادفی در دو گروه آزمایش (هر کدام 15 نفر) و یک گروه کنترل قرار گرفتند. گروه آزمایش اول به مدت 8 جلسه تحت مداخلات روان درمانی مثبت نگر و گروه آزمایش دوم هم به مدت 8 جلسه تحت مداخلات شناختی رفتاری قرار گرفتند، اما گروه کنترل طی این مدت هیچ گونه مداخله ای دریافت نکردند. داده ها با استفاده از آزمون تحلیل کواریانس یکطرفه تحلیل شدند. نتایج نشان داد که هر دو روش منجر به کاهش معنادار نشخوار فکری تحصیلی و استرس تحصیلی آزمودنی های گروه های آزمایش شدند. مداخلات روان درمانی مثبت نگر تاثیر بیشتری در کاهش نشخوار فکری تحصیلی داشت، اما بین دو نوع درمان در کاهش استرس تحصیلی تفاوت معناداری وجود نداشت. بر اساس نتایج، روش های فوق می تواند به عنوان روشی کارآمد به منظور کاهش نشخوار فکری تحصیلی و استرس تحصیلی مورد استفاده قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Impacts of Positive Psychotherapy Compared to Cognitive Behavioral Therapy on Academic Rumination and Stress of Female Gifted Students

نویسندگان [English]

  • Siroius Moradizadeh 1
  • Hasanali Veiskarami 2
  • Fazlalah Mirdrikvand 3
  • Ezatolah Gadampour 4
  • Firoozeh Ghazanfari 4
1 Ph.D student in Educational Psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.
2 Assistant professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.
3 Associate professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran
4 Associate professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran
چکیده [English]

Introduction: Stress and academic rumination have been among the most prevalent problems in  gifted students. This study was aimed to compare the effectiveness of positive psychotherapy and behavioral cognitive therapy on academic rumination and stress of these students.
Method: A randomized controlled trial design was selected for the study and among statistical population including the  femal gifted  high-school students  in Khorramabad city, a total sample of 45 gifted students were choosen  purposefully according to inclusion/ exclusion criteria. Three groups constituted in which  the first and second experimental groups were subjected to interventions for 8 sessions, while control group receive no intervention. Data were analyzed using covariance analysis.
Results: Results showed that interventions significantly reduced the  academic rumination and academic stress of experimental groups compared to the control group.
Conclusion: Two interventions can be used as effective ways in order to reduce academic rumination and stress in gifted students.

کلیدواژه‌ها [English]

  • positive psychotherapy
  • behavioral cognitive therapy
  • academic intellectual rumination
  • academic stress
  • Gifted
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