پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شماره‌ها | 632 |
| تعداد مقالات | 9,260 |
| تعداد مشاهده مقاله | 67,743,714 |
| تعداد دریافت فایل اصل مقاله | 8,157,632 |
بررسی و مقایسه اثربخشی رواندرمانی مثبت نگر و درمان شناختی رفتاری بر کاهش نشخوار فکری تحصیلی و استرس تحصیلی دانش آموزان دختر تیزهوش | ||
| روان شناسی بالینی | ||
| مقاله 9، دوره 11، شماره 4 - شماره پیاپی 44، اسفند 1398، صفحه 87-98 اصل مقاله (502.65 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2020.17113.1623 | ||
| نویسندگان | ||
| سیروس مرادی زاده1؛ حسنعلی ویسکرمی* 2؛ فضل اله میر دریکوند3؛ عزت اله قدم پور4؛ فیروزه غضنفری4 | ||
| 1دکتری روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| 2استادیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| 3دانشیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| 4دانشیار گروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران | ||
| تاریخ دریافت: 12 اسفند 1397، تاریخ بازنگری: 11 خرداد 1398، تاریخ پذیرش: 20 شهریور 1398 | ||
| 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 | ||
| رواندرمانی مثبت نگر؛ درمان شناختی رفتاری؛ نشخوار فکری تحصیلی؛ استرس تحصیلی؛ تیزهوش | ||
| عنوان مقاله [English] | ||
| Impacts of Positive Psychotherapy Compared to Cognitive Behavioral Therapy on Academic Rumination and Stress of Female Gifted Students | ||
| نویسندگان [English] | ||
| Siroius Moradizadeh1؛ Hasanali Veiskarami2؛ Fazlalah Mirdrikvand3؛ Ezatolah Gadampour4؛ Firoozeh Ghazanfari4 | ||
| 1Ph.D student in Educational Psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran. | ||
| 2Assistant professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran. | ||
| 3Associate professor of psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran | ||
| 4Associate 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 | ||
| مراجع | ||
|
1. zcan D, Kotek A. What do the teachers think about gifted students? Procedia0social and behavioral sciences. 2015; 190: 569-57. 2. iarrochi J, Forgas J. P, Mayer J. D. Emotional Intelligence inevery day life. New York: psychology press. 2007. 3. Khayer M, Sheikholeslami R. Comparing the dimensions of general health between students of ordinary and gifted educational centers, summary of articles of first national conference of Brilliant talents. 2002. [in Persian]. 4. Luthans F, Youssef C.M, Avolio B.J. Psychological capital: Developing the human competitive edge. Oxford University Press Oxford. 2007. [Link] 5. Papageorgiou C & Wells A. An empirical test of clinical metacognitive. model of rumination and depression cognitive therapy and Research. 2003; 27: 261–273. 6. Nasiran S, Irvani M. Studying the gifted student's problems in brilliant talented schools in students and parents' point of view. Quarterly of Psychology and Educational sciences studies. 2016; 2(1): 1-27. 7. Pasbani R, Shokri A, Pourshahriyar H. Mediator role of educational stress in relationship between fear of negative evaluation and emotional wellbeing in ordinary and gifted adolescents. Contemporary psychology journal. 2015; 10(1): 57-72. 8. Gadzella B.M & Baloglu M. Confirmatory factoranalysis and internal consistency of student-life stress inventory. Journal of Instruc Psychology. 2001; 6(28): 84-94. 9. Dunne M.P, SunJ, Nguyen N.D, Truc T, Loan K. X & Dixon J. Theinfluence of educational pressure on the mental health of the adolescence in east Asia. Journal of science research, Hue University. 2010; 61(1): 18-27. 10. Tan J.B & Yates Sh.Academic expectations as sources of stress in Asian Students. Soc Psychological Education. 2011;14: 389–407. 11. Ang R. P, Klassen R.M, Chong W. H, Huan V. S, Wong I. Y. F, Yeo L.S, & Krawchuk L. L. Cross-cultural invariance of the Academic Expectations Stress Inventory: Adolescent samples from Canada and Singapore. Journal of Adolescence. 2009; 32: 1225-1237. 12. Frederick B. N. Positive Cognitive Behavioral Therapy, Translated by Akram kamseh (2014). Arjomand Publication, First Edition. 2012. 13. Jabari M, Shahidi Sh, Motabi F. The effectiveness of group positive thinking interference on reducing the symptoms of depression and anxiety and increasing the life satisfaction in adolescent girls. Psychiatry and Clinical psychology journal of Iran. 2014; 20(4): 287-296. [in Persian]. 14. Nikmanesh Z, Zand Vakil M. The impact of positive thinking training on adolescent criminals' quality of life, depression, anxiety and stress. Positive psychology research journal. 2015; 1(2). 53-64. [in Persian]. 15. Javadi A, Haj Hossaini M, Gholamali Lavasani M. The effectiveness of positivitism- based training on illogical and social anxiety of adolescents. Master's thesis in school counselor, Tehran University. Psychology and Educational sciences Faculty. 2015. [in Persian]. 16. Shafiee G, Ebrahimi nejad Gh, Razavi V. Studying the effectiveness of training the skills of positive thinking in a group manner on reducing exam anxiety and controlling anger of the male students in secondary school of state schools of Jiroft. Master's thesis in guidance and consultation, Azad university of Marvdasht Unit. 2009. [in Persian]. 17. Nazarifar N, Khosravi S. The effectiveness of combined traing of praying and positive thinking on reducing high school female students' anxiety and depression in Shiraz. Master's thesis of Azad university of Marvdasht Unit. 2014. [in Persian]. 18. Mahmoodi T, Basaknejad S, Mehrabizadeh Honarmand M. The effectiveness of traing the management of anger with positive thinking psychology approach on cognitive strategies of emotion regulation ang anger rumination in female university students. Psychological achievements journal of Shahid Chamran University of Ahvaz. 2016; 23(2): 137-156. [in Persian]. 19. Ezadi fard R, Sepasi Ashtiyani M. The effectiveness of cognitive behavioral therapy with training of solving problem skill in reducing the symptoms of exam anxiety. Journal of behavioral sciences. 2010; 4(1): 23-27. [in Persian]. 20. Hesar S, Nikdel F, Kharamin Sh. (2014). The effectiveness of training the cognitive behavioral techniques on high school female students' stress, anxiety, depression and procrastination. Journal of medical sciences of Yasooj medical sciences University. 2014; 19(12). 21. Habibi M, Ghanbari N, khodaee B, Ghanbari P. The efficacy of cognitivebehavioral stress management, reduction of anxiety, depression and stress, femaleheaded households. Journal of Behavioral Sciences. 2013; 11 (3), 175-166. [in Persian]. 22. Taghipour H, Ghafari M, Sam Daliri A, Farzi F. The effectiveness of cognitive behavorial training on reducing students' anxiety and social adaptation. Quarterly of psychological research, Psychology and Educational sciences Faculty of central Tehran Unit. 2014; 6(24): 43-57. [in Persian]. 23. Falah chour M. The effectiveness of group training of cognitive behavioral therapy (C.B.T) on reducing social anxiety and negative aspects of perfectionism in high school students. Master's thesis of Azad University, Shahrood Unit. 2013. [in Persian]. 24. Schniering K. The Effectiveness of Cognitive-Behavioral Therapy (CBT) Based on Positive-Regression, on Stress Reduction, Deletion of Negative Behavioral Ideas and Reduction of Antisocial Behaviors in Middle School Students. Journal of Clinical Psychology Review. 2015; 72(25): 1238-1354. 25. Bamber M.D, Schneider L.K. Mindfulness-Based Meditation to Decrease Stress and Anxiety in College Students: A NarrativeSynthesis of the Research. Journal of Educational Research Review. 2016; 18:1-32. 26. Barbosa P, Raymond G, Zlotnick C. W, Wilk. J, Toomy R &Mitchell J. Mindfulness-based stress reduction training is associated with greater empathy and reduced anxiety for graduate healthcare students. Educational for Health. 2013; 26(1): 9-14. 27. Felton T. M, Coates L & Christopher J.C. Impact of indfulness training on counseling students’ perceptions of Stress. Mindfulness. 2015; 6:159–169. 28. Heydarian fard Z, Bakhshi pour B, Faramarzi M.The effectiveness of cognitive behavioral group therapy on social anxiety, social self-efficacy and rumination in university students with social anxiety disorder. Quarterly of clinical psychology studies. 2015; 6(21): 152-172. [in Persian]. 29. O’Kearney R.Additional considerations in the cognitive-behavioral treatment of obsessional ruminations—A case study. J Behav Ther Exp Psychiatry. 1993; 24(4):357–365. [Link] 30. Hasanzadeh A, Sarabandi M. The effectiveness of cognitive behavioral treatment on level of anxiety and mind rumination of people with obsessive compulsive disorder. 2nd international conference of modern research into management, economics and humanities. 2015. [in Persian]. 31. Yousefi E, Azadeh S.M, Majlesi z, Salehi A. The Effectiveness of Mindfulness-Based Cognitive Therapy (MBCT) Intervention on Mental Ruminations, Meta -cognitive Beliefs, and Perfectionism in Patients with Obsessive-Compulsive Disorder in Isfahan Province. International Journal of Humanities and Cultural Studies. 2016; 1943-1951. 32. Kodala S, Fjermestadb, P&Bjellanda H. Investigating the Effect of Cognitive-Behavioral Therapy (CBT) on Reducing Rumination and Removing Negative Thoughts of Students.Cognitive and Behavioral Practice. 2017; 24(4): 484-495 33. Bahrami F, Rostami Z, Marzban A, Abdolhoseini H. The structure, reliability and validity of the academic avoidance inventory (aai) among high school students in Iran. Interdiscip J Contemp Res Bus. 2012; 4(2):279-86. [in Persian]. 34. Sun J, Dunne M. P, Hou X, & Xu A. Educational stress scale for adolescents: development, validity, and reliability with Chinese students. Journal of Psycho Educational Assessment. 2011; 29(6), 534-546. 35. Aramfar R, Zeinali A. The relationship between educational tension and training asking for aid and educational progress of students. Scientific and research journal of education and evaluation. 2015; 8(31): 37-48. [in Persian]. 36. Sabrina K, Cédric B, Amélie A, Gaelle B, Elisabeth S, Pascal A, Francis G, Mariette M. The relationship between traits optimism and anxiety and health-related quality of life in patients hospitalized for chronic diseases. Health and Quality of Life Outcomes. 2013; 11:134. 37. Eagleson C, Hayes S, Mathews A, Perman G, Hirsch C. The power of positive thinking: Pathological worry is reduced bythought replacement in Generalized Anxiety Disorder. Behav Res Therapy. 2016; 78:13-8. 38. Nes L.S, Segerstrom S. C. Dispositional optimism and coping: a meta-analytic review. Pers Soc Psychol Rev. 2006; 10(3): 235-51. 39. Brydon L, Walker C, Wawrzyniak A. J, Chart H, Steptoe A. Dispositional optimism and stressinduced changes in immunity and negative mood. Brain Behav Immun. 2009; 23(6):810–6. 40. Magyar- Moee J.A. Positive psychology techniques, translated by Barati Sadeh, F (2012), Roshd publication. First edition. 2009. 41. Watkins E, Scott J, Wingrove J, Rimes K, Bathurst N, Steiner H, Kennell-Webb S, Moulds & Malliaris Y. Rumintion-focused cognitive bTherapy forresidul depression:a case series.Behaviour Research and Therapy. 2007; 45,2144-2154 42. Ghosi M. [Compare cognitive distortions common with couples divorced spouses]. MA. Dissertation. University of Fars Research. 2013. [in Persian]. 43. Scragg P. Metacognitive therapy Developed by Adrian Wells. MA Thesis, Trauma Clinic LTD and University Collage, London. 2010. | ||
|
آمار تعداد مشاهده مقاله: 2,519 تعداد دریافت فایل اصل مقاله: 1,174 |
||