اثربخشی آموزش ذهن‌آگاهی بر انگیزه پیشرفت و اهمال‌کاری تحصیلی دانش‌آموزان

الموضوعات :

محدثه صیادی قصبه ¹ (کارشناس ارشد مشاوره خانواده، گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران)
لیلا مقتدر ² (استادیار گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران)

تاريخ الإرسال : 14 السبت , ربيع الأول, 1442 تاريخ التأكيد : 09 الأحد , رجب, 1442 تاريخ الإصدار : 15 الإثنين , محرم, 1443

الکلمات المفتاحية: انگیزه پیشرفت, ذهن‌آگاهی, اهمال‌کاری تحصیلی,

ملخص المقالة :

هدف پژوهش حاضر تعیین اثربخشی آموزش ذهن‌آگاهی بر انگیزه‌ پیشرفت و اهمال‌کاری تحصیلی دانش‌آموزان بود. روش پژوهش نیمه آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعه آماری این پژوهش شامل 106 نفر از دانش‌آموزان پسر پایه ششم شهر رشت در سال تحصیلی 99-98 بودند که به صورت نمونه‌گیری در دسترس انتخاب و تعداد 30 نفر از این دانش‌آموزان که پایین‌ترین نمره را در پرسشنامه انگیزه پیشرفت و بالاترین نمره را در پرسشنامه اهمال‌کاری تحصیلی کسب کردند به عنوان نمونه پژوهش انتخاب شدند و به صورت تصادفی در دو گروه گواه (15 نفر) و آزمایش (15 نفر) گمارده شدند. گروه آزمایش در 8 جلسه 90 دقیقه‌ای آموزش ذهن‌آگاهی را دریافت نمودند اما گروه گواه هیچ مداخله‌ای دریافت نکردند. جهت جمع‌آوری داده‌ها از پرسشنامه انگیزه پیشرفت هرمنس و پرسشنامه اهمال‌کاری تحصیلی سولومون و راث بلوم استفاده شد. داده‌های جمع‌آوری شده با استفاده از تحلیل کوواریانس چند متغیره تجزیه و تحلیل شدند. نتایج نشان داد بعد از آموزش ذهن‌آگاهی میانگین گروه آزمایش در متغیر‌های انگیزه پیشرفت و مولفه‌های اهمال‌کاری تحصیلی (آماده شدن برای امتحان و آماده شدن برای تکالیف) تفاوت معناداری وجود دارد (01/0P<). بنابراین می توان گفت که استفاده از آموزش ذهن‌آگاهی بر بهبود انگیزه پیشرفت و کاهش اهمال‌کاری تحصیلی دانش‌آموزان مؤثر است.

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Dionne, F., Gagnon, J., Carbonneau, N., Hallis, L., Gregoire, S., & Balbinotti, M. (2016). Using Acceptance and Mindfulness to Reduce Procrastination Among University Students: Results from a Pilot Study. Revista Praksis, 1(13): 8-20.

Dust, S. V., Liu, H., Wang, S., & Reina, C. S. (2021). The Effect of Mindfulness and Job Demands on Motivation and Performance Trajectories Across the Workweek: An Entrainment Theory Perspective. Journal of Applied Psychology. Advance online publication. DOI: 10.1037/apl0000887

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Flett, G. L., Schmidt, D. H., Besser, A., & Hewitt, P. (2016). Interpersonal personality vulnerabilities, stress, and depression in adolescents: Interpersonal hassles as a mediator of sociotropy and socially prescribed perfectionism. International Journal of Child and Adolescent Resilience (IJCAR), 4(1): 103-121.

Gehart, D. R. (2012). Mindfulness and Acceptance in Couple and Family Therapy. New York: Springer Science.

Ghasemi, J, R. (2015). The effectiveness of mindfulness training in reducing marital burnout in women with addicted spouses. Master Thesis. Kharazmi University, Faculty of Educational Sciences and Psychology, Department of Counseling [In Persian].

Ghasemi, J, R., Mousavi, S, W., Zanipour, A., & Hosseini, S, M. S. (2016). The relationship between mindfulness and emotion regulation with students' academic procrastination. Journal of Educational Strategies in Medical Sciences, 9(2): 134-141 [In Persian].

Glick, D. M., & Orsillo, S. M. (2015). An Investigation of the Efficacy of Acceptance-Based Behavioral Therapy for Academic Procrastination. Journal of Experimental Psychology: General, 144(2): 400-409.

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