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اثربخشی بازآموزی اسنادی بر سطح اضطراب امتحان و میزان کمال گرایی وسواس گونه دانش آموزان دختر دارای اضطراب امتحان | ||
| روان شناسی بالینی | ||
| مقاله 5، دوره 11، شماره 2 - شماره پیاپی 42، شهریور 1398، صفحه 40-51 اصل مقاله (446.07 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2019.15634.1495 | ||
| نویسندگان | ||
| سکینه عرب1؛ سید موسی طباطبایی* 2؛ فاطمه بیان فر3 | ||
| 1گروه روانشناسی، دانشگاه پیام نور، مرکز سمنان | ||
| 2استادیار، عضو هیئت علمی گروه علوم شناختی دانشگاه سمنان، سمنان، ایران | ||
| 3استادیار گروه روان شناسی -دانشگاه پیام نور--صندوق پستی-3697 -19395- تهران- ایران | ||
| تاریخ دریافت: 28 اردیبهشت 1398، تاریخ بازنگری: 27 آبان 1398، تاریخ پذیرش: 22 خرداد 1398 | ||
| چکیده | ||
| مقدمه: هدف از این پژوهش بررسی اثربخشی بازآموزی اسنادی بر سطح اضطراب امتحان و میزان کم الگرایی در دانش آموزان دختر دارای اضطراب امتحان شهرستان سمنان بود. روش: در پژوهشی با طرح کاربندی کنترل شده تصادفی از میان جامعه آماری پژوهش شامل تمام دانش آموزان دختر دوره متوسطه دوم شهر سمنان در سال تحصیلی 96-97 با روش نمونه گیری هدفمند یک نمونه کل 50 نفری انتخاب و به طور تصادفی در دو گروه 25 نفره آزمایشی و کنترل قرار گرفتند. ابزار گردآوری داده‌ها مشتمل بر دو پرسشنامه استاندارد: 1. تست اضطراب امتحان فریدمن و 2. مقیاس کمالگرایی هیل و همکاران بود. یافته ها: تحلیل آماری نشان داد که میانگین مؤلفه ها و نمره کل کمال گرایی وسواسی و اضطراب امتحان در گروه آزمایش به گونه ای معنادار در مقایسه با گروه کنترل کاهش یافته است. شش مؤلفه ی کمال گرایی: نظم و سازماندهی، تلاش برای عالی بودن، نیاز به تأیید، تمرکز بر اشتباهات، فشار از سوی والدین و نشخوار فکری معنادار بود .مؤلفه خطای شناختی اضطراب امتحان نیز معنادار بود. سایر مؤلفه ها معنادار نبودند. نتیجه گیری: می توان بیان کرد که مداخله بازآموزی اسنادی می تواند موجب کاهش کمال گرایی وسواس گونه دانش آموزان دختر شود و استفاده از آن کمک شایانی به سلامت روان دانش آموزان میکند. | ||
| کلیدواژه‌ها | ||
| بازآموزی اسنادی؛ اضطراب امتحان؛ خطای شناختی؛ نشخوار فکری؛ کمال گرایی وسواس گونه | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Attribution Retraining Intervention on Test Anxiety Level and Obsessional Perfectionism of Female High - school Student with Test anxiety | ||
| نویسندگان [English] | ||
| Sakine Arab1؛ seyed mosa tabatabaee2؛ Fatemeh Bayanfar3 | ||
| 1Psychology department, Payame Noor University, Center of Semnan | ||
| 2Semnan University | ||
| 3Assistant Professor of university ,Department of Psychology,payame-noor university ,ُُTehran,]ran,Box,19395-3697,Tehran,Iran | ||
| چکیده [English] | ||
| Introduction: The aim of this study was to investigate the effectiveness of a attribution retraining programm on the test anxiety level and obsessional perfectionism of the high -school girl students with test anxiety. Method: In a randomized controled trial design among statistical population consisting all female high-school students of the Semnan high-schools,during 2018 academic year, a total sample of 50 subjects selected by a cluster-sampling method, and divided randomly to experimental and control groups. Two standard questionnaires of the research included:1- Friedman Test Anxiety and 2- Hill's Perfectionism Scale. Results: Our findings revealed significantly reduced mean scores of the obsessional perfectionism and test anxiety of the high-school girls in the experimental group than control. Six subcomponents of perfectionism including: organizing, striving for excelence, need for approval, concern over mistakes, parental pressure and rumination, as well as, cognitive error from test xiety were significant. No other significant component was evident. Conclusion: It could be mention that the the attribution retraining intervention could reduce the test anxiety level, as well as, obsessional perfectionism in the female high-school students and can help to student's mental health promotion. | ||
| کلیدواژه‌ها [English] | ||
| attribution retraining, test anxiety, cognitive error, rumination, perfectionism | ||
| مراجع | ||
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