نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکدۀ علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.
2 استادیار، گروه روان‌شناسی، دانشکدۀ علوم انسانی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.
3 استادیار گروه علوم تربیتی، دانشکدۀ علوم اجتماعی و فرهنگی، دانشگاه جامع امام حسین(ع)، تهران، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The aim of the present study was to compare the effectiveness of Acceptance and Commitment Therapy (ACT) on academic belief, emotional regulation, academic self-efficacy and academic adjustment in male students of the second secondary school in Ilam city. The current study was an experimental type with a pre-test-post-test design with a control group. The statistical population of this research included all the male students of the high school students of Ilam city in the academic year of 2020-2021, and 30 students were selected as a sample with the one-stage cluster random sampling method and were randomly replaced in two groups. The research tools included Wallerand et al.'s Academic Belief Scale (1992), Gross and John's Emotion Regulation Questionnaire (2003), Jerusalem and Schwarzer's Academic Self-Efficacy Questionnaire (1981), and Thorpe et al.'s Academic Adjustment Scale (1953). Data were analyzed using multiway analysis of covariance in SPSS-21 software. The results showed that there is a significant difference between the experimental group and the control group in terms of dependent variables (academic belief, emotional regulation, academic self-efficacy and academic adjustment) (P<0.001). According to the results of this research, this training increases academic confidence, cognitive re-evaluation, academic self-efficacy and academic adaptation, and also reduces emotional inhibition.
کلیدواژه‌ها [English]
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