اثربخشی آموزش مبتنی بر ذهن آگاهی بر شناخت اجتماعی و آشفتگی روانشناختی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی تربیتی، دانشکده روان شناسی وعلوم تربیتی، دانشگاه سمنان، سمنان، ایران

2 استاد گروه روان شناسی تربیتی، دانشکده روان شناسی وعلوم تربیتی، دانشگاه سمنان، سمنان، ایران

چکیده

مقدمه: ذهدف پژوهش حاضر بررسی اثربخشی آموزش مبتنی بر ذهن آگاهی بر شناخت اجتماعی و آشفتگی روانشناختی دانش‌آموزان بود.
روش: روش پژوهش حاضر شبه آزمایشی با دو گروه گواه و آزمایش با طرح پیش‌آزمون و پس‌آزمون بود. جامعه آماری پژوهش دانش‌آموزان پایه ششم مقطع ابتدایی شهرستان آق قلا بودند. شرکت کنندگان 40 دانش آموز پایه دوم بودند که با روش نمونه‌گیری تصادفی مرحله ای انتخاب شدند. آنها به دو گروه گواه (20= n) و آزمایش (20= n) تقسیم شدند. همه آنها پرسشنامه های شناخت اجتماعی (نجاتی و همکاران، 1397) و آشفتگی روان شناختی (لویندا، 1995) را تکمیل کردند. فرضیه‌ها با مدل تحلیل کوواریانس تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد اثر آموزش مبتنی بر ذهن آگاهی بر شناخت خود (0/79)، ذهن‌خوانی (0/84)، درک محیط آموزشی (0/69)، تشخیص تهدید آموزشی (0/77)، افسردگی (0/71)، اضطراب (0/74) و استرس (0/70) معنادار بود.
نتیجه گیری: توجه به یافته های بدست آمده می توان بیان نمود بهبود شناخت اجتماعی و آشفتگی روانی مستلزم توجه به ذهن آگاهی است. تلویحات کاربردی یافته ها مورد بحث قرار گرفت.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effectiveness of mindfulness-based education on students' social cognition and psychological disturbance

نویسندگان [English]

  • abdoljalal toomaj 1
  • siavash talepasand 2
1 PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2 Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
چکیده [English]

Introduction: The purpose of this study was to investigate the effectiveness of mindfulness-based education on social cognition and psychological disturbance of student.
Method: The method of the current research was quasi-experimental with two control and experimental groups with a pre-test and post-test design. The statistical population of the research was the 6th grade students of the elementary school of Agh Qola city. The participants were 40 second grade students who were selected by random sampling. They were divided into two control (n=20) and experimental (n=20) groups. All of them completed questionnaires of social cognition (Najati et al., 2017) and psychological disturbance (Lowinda, 1995(. The hypotheses were analyzed with covariance analysis model.
Findings: The findings showed the effect of mindfulness-based training on self-knowledge (0.79), mind reading (0.84), understanding the educational environment (0.69), detection of educational threats (0.77), depression (0.71), Anxiety (0.74) and stress (0.70) were significant.
Conclusion: According to the findings, it can be stated that the improvement of social cognition and psychological disturbance requires attention to mindfulness. The practical implications of the findings are discussed.

کلیدواژه‌ها [English]

  • mindfulness
  • social cognition
  • psychological disturbance
  • students

مراجع

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  • تاریخ دریافت: 10 آذر 1403
  • تاریخ بازنگری: 29 دی 1403
  • تاریخ پذیرش: 01 بهمن 1403

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