مقایسه اثربخشی آموزش ذهن‌آگاهی و حافظه فعال بر اضطراب امتحان دانش‌آموزان دختر متوسطه اول

سلیمانی داودلی, زهرا; مهدیان, حسین; فلاح مهنه, تورج

doi:10.22034/pdmd.2024.445804.1055

مقایسه اثربخشی آموزش ذهن‌آگاهی و حافظه فعال بر اضطراب امتحان دانش‌آموزان دختر متوسطه اول

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دانشجوی دکتری، گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.

² استادیار، گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.

³ استادیار، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

10.22034/pdmd.2024.445804.1055

چکیده

پژوهش حاضر با هدف مقایسه اثر بخشی آموزش ذهن آگاهی و حافظه فعال بر اضطراب امتحان در دانش آموزان دختر متوسطه اول شهربجنورد انجام گرفت. این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون - پس آزمون و پیگیری با گروه کنترل بود. جامعه آماری شامل کلیه دانش آموزان دختر مقطع متوسطه اول که در سال تحصیلی 1401-1402 به تعداد 2000 نفر مشغول به تحصیل بودند که از میان آنها با استفاده از روش نمونه گیری دردسترس به تعداد 45 دانش آموز دارای ملاک‌های ورود و خروج بودند، به صورت تصادفی در دو گروه 15 نفری آزمایش و یک گروه 15 نفری کنترل گمارده شدند. ابتدا هر سه گروه با استفاده از پرسشنامه اضطراب امتحان فریدمن و جاکوب (1997) مورد پیش آزمون قرار گرفتند. سپس آموزش ذهن آگاهی و حافظه فعال به ترتیب برای گروه آزمایش اول و دوم اجرا شد. اما گروه کنترل هیچ مداخله ای دریافت نکرد و صرفاً در لیست انتظار قرار گرفت. پس از پایان دوره، مجدداً هر سه گروه مورد پس آزمون و یک ماه بعد آزمون پیگیری قرار گرفتند. سپس با استفاده از تحلیل کوواریانس اندازه گیری مکرر یافته‌های بدست آمده با نرم افزار SPSS-21 مورد تجزیه و تحلیل قرار گرفتند. یافته های پژوهش نشان داد که بین اثربخشی آموزش ذهن آگاهی و حافظه فعال بر اضطراب امتحان در دانش آموزان دختر متوسطه اول تفاوت وجود ندارد(05/0<P). آموزش ذهن آگاهی و حافظه فعال به طور مجزا بر اضطراب امتحان دانش آموزان دختر متوسطه اول شهر بجنورد اثربخش است(05/0<P). نتایج بدست آمده نشان داد که تفاوتی بین اثربخشی آموزش ذهن آگاهی و حافظه فعال بر اضطراب امتحان وجود ندارد. از این رو می توان گفت استفاده از این دوروش آموزش در جهت کاهش اضطراب امتحان می تواند به مشاوران و روانشناسان و سایر متخصصان کمک کند.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing of the Effectiveness of Mindfulness and Working Memory Education on Test Anxiety of Junior Female Students

نویسندگان [English]

Zahra Soleimani Davoodli ¹
Hossein Mahdian ²
Tooraj Fallah Mahneh ³

¹ PhD student in Educational Psychology, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.

² Assistant Professor, Department of Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran

³ Assistant Professor, Department of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran

چکیده [English]

Considering the importance of test anxiety in female students, the present research was conducted with the aim of comparing the effectiveness of mindfulness and working memory education on test anxiety of junior female students. The current research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was all junior female students in Bojnord city in the 2022-23 academic years. The sample of this study was 45 people who were selected by available sampling method and randomly assigned into three groups of 15 people. The first experimental group underwent 8 sessions of 120 minute of mindfulness education and the second experimental group underwent 15 sessions of 60 minute of working memory education and during this time the control group did not receive any training. In this study, in addition to the demographic information form was used from the Friedman and Bendas-Jacob test anxiety scale (1997). The data of the present research were analyzed by the methods of chi-square, analysis of variance with repeated measurements and Bonferroni post hoc test in SPSS-21 software. The findings showed that both methods of mindfulness and working memory education reduced the test anxiety components including social derogation, cognitive obstruction and tenseness of junior female students and result remained in the follow-up stage (P<0.001), but there was no significant difference between the mentioned intervention methods in reducing their test anxiety components (P>0.05). Considering the effectiveness of both mindfulness and working memory education methods in reducing test anxiety and the lack of significant difference between them, it is suggested that counselors and psychologists use both methods to reduce exam anxiety.

کلیدواژه‌ها [English]

Mindfulness Education
Working Memory Education
Test Anxiety
Female Students

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