نوع مقاله : مقاله پژوهشی (کمی)
نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
2 استادیار، گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
3 استادیار روانشناسی تربیتی،گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
چکیده
هدف: اضطراب امتحان تاثیر منفی زیادی بر سایر متغیرهای تحصیلی و غیرتحصیلی دارد، لذا باید به‌دنبال راهکارهای آموزشی و درمانی جهت کاهش اضطراب امتحان دانش‌آموزان بود. در نتیجه، پژوهش حاضر با هدف مقایسه اثربخشی آموزش تصویرسازی ذهنی- دستوری و تحمل بلاتکلیفی بر اضطراب امتحان دانش‌آموزان انجام شد.
روش شناسی: این پژوهش نیمه‌آزمایشی با دو گروه آزمایش و یک گروه گواه و با طرح پیش‌آزمون، پس‌آزمون و پیگیری دو ماهه بود. در این مطالعه، جامعه پژوهش کلیه دانش‌آموزان دختر پایه دوازدهم مدارس دولتی و غیردولتی شهر بجنورد در سال تحصیلی 1402-1401 بودند. نمونه پژوهش حاضر، 45 دانش‌آموز بود که با روش نمونه‌گیری هدفمند انتخاب و به روش تصادفی در سه گروه مساوی (هر گروه 15 نفر) جایگزین شدند. گروه آزمایش اول 12 جلسه 90 دقیقه‌ای با روش آموزش تصویرسازی ذهنی- دستوری و گروه آزمایش دوم 9 جلسه 90 دقیقه‌ای با روش آموزش تحمل بلاتکلیفی مبتنی بر رویکرد شناختی رفتاری دریافت کرد و در این مدت گروه گواه هیچ آموزشی دریافت نکرد. داده‌ها با پرسشنامه اضطراب امتحان ساراسون (1985) گردآوری و با روش‌های تحلیل واریانس با اندازه‌گیری مکرر و آزمون تعقیبی بونفرونی در نرم‌افزار SPSS-25 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که بین گروه‌ها از نظر کاهش اضطراب امتحان دانش‌آموزان تفاوت معنی‌داری وجود نداشت (05/0 < P) افزون بر آن، هر دو روش آموزش تصویرسازی ذهنی- دستوری و تحمل بلاتکلیفی باعث کاهش معنی‌دار اضطراب امتحان دانش‌آموزان در مراحل پس‌آزمون و پیگیری شدند (05/0 >P )
نتیجه‌گیری: با توجه به اثربخشی هر دو روش آموزش تصویرسازی ذهنی- دستوری و تحمل بلاتکلیفی در کاهش اضطراب امتحان دانش‌آموزان، مشاوران و روانشناسان مدارس جهت کاهش اضطراب امتحان می‌توانند از روش‌های آموزش تصویرسازی ذهنی- دستوری و تحمل بلاتکلیفی بهره ببرند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Comparing the Effectiveness of Mental-Grammatical Imagery Education and Uncertainty Tolerance Education on Students' Test Anxiety
نویسندگان [English]
- Maryam Mahvash 1
- Mohammad Yamini 2
- Hossein Mahdian 3
1 PhD student in educational psychology, Bojnurd branch, Islamic Azad University, Bojnurd, Iran.
2 Assistant Professor, Department of Educational Psychology, Bojnurd Branch, Islamic Azad University, Bojnurd, Iran
3 Assistant professor of Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
چکیده [English]
Purpose: The test anxiety has a great negative impact on other academic and non-academic variables, therefore, should look for educational and therapeutic solutions to reduce students' test anxiety. As a result, the current research was conducted with the aim of comparing the effectiveness of mental-grammatical imagery education and uncertainty tolerance education on students' test anxiety.
Methodology: This was a semi-experimental study with two experimental groups and one control group, with a pre-test, post-test and two-month follow-up plan. In this study, the research population was all 12th grade female students of governmental and non-governmental schools in Bojnourd city in the 2022-2023 academic years. The sample of the present study was 45 students who were selected by purposive sampling method and randomly replaced in three equal groups (15 people in each group). The experimental group received 12 sessions of 90-minute with the mental-grammatical imagery education method, and the second experimental group received 9 sessions of 90-minute with the uncertainty tolerance education method based on the cognitive behavioral approach, and during this time, the control group did not receive any training. The data were collected with Sarason's test anxiety questionnaire (1985) and analyzed with the methods of analysis variance with repeated measure and Bonferroni's post hoc test in SPSS-25 software.
Findings: The findings showed that there was no significant difference between the groups in terms of reducing students' test anxiety (P>0.05). In addition, both methods of mental-grammatical imagery and uncertainty tolerance education significantly reduced students' test anxiety in the post-test and follow-up stages (P<0.001).
Conclusion: Considering the effectiveness of both methods of mental-grammatical imagery education and uncertainty tolerance education in reducing students' test anxiety, school counselors and psychologists can use mental-grammatical imagery education and uncertainty tolerance education methods to reduce test anxiety.
کلیدواژه‌ها [English]
- Mental-grammatical imagery education
- uncertainty tolerance education
- test anxiety
- students
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