اثربخشی آموزش مداخله‌ شناختی- رفتاری در کاهش اضطراب امتحان و کمرویی دانش آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه لرستان

2 دانشجوی دکتری روانشناسی تربیتی دانشگاه لرستان

3 دانشجوی کارشناسی ارشد روانشناسی ترببتی دانشگاه لرستان

چکیده

پژوهش حاضر با هدف بررسی اثربخشی آموزش مداخله شناختی-رفتاری در کاهش اضطراب امتحان و کمرویی در دانش‌آ‌ّموزان بود. روش پژوهش حاضر نیمه­آزمایشی از نوع پیش­آزمون-پس­آزمون با گروه گواه بود. جامعه­ی آماری شامل کلیه دانش‌آموزان دختر دوره اول متوسطه شهر خرم‌آباد در سال تحصیلی  96-1395 می­باشد که از میان آن‌ها تعداد 30 نفر(15 نفر گروه آزمایش و 15 نفر گروه گواه) به عنوان حجم نمونه و به روش نمونه‌گیری خوشه‌ای مرحله‌ای به طریق تصادفی انتخاب گردید. ابزار مورد استفاده در پژوهش شامل پرسشنامه­های اضطراب امتحان ساراسون (0196)و کمرویی چیک و باس (1983) بود. داده­ها با استفاده از روش­های آمار توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس چندمتغیره) تحلیل شدند. نتایج پژوهش نشان داد که آموزش مداخله درمان شناختی-رفتاری باعث کاهش اضطراب امتحان و کمرویی در دانش‌آموزان شد (63/70=F، 001/0>P)؛ بنابراین توجه به اهمیت مداخله شناختی-رفتاری در کاهش اضطراب امتحان و کمرویی در دانش‌آموزان یکی از ضرورت­های پژوهش محسوب می­­شود و برگزاری دوره­هایی در این زمینه توصیه می­­شود.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of cognitive-behavioral intervention training in decreasing the Students test anxiety and Shyness

نویسندگان [English]

  • hasan ali vaiskarami 1
  • Hamideh Adavi 2
  • Zeinab Azadbakht 3
  • Leila Amairian 2
1 lorestan university
چکیده [English]

The current study is done with the purpose of studying the effectiveness behavioral-cognitive intervention training in decreasing the Students test anxiety and shyness. The present study was a qasi-experimental method with pre-test/post test with a controlled group. Statistical population included first grade high school students of Khorramabad city who were studying in the educational year 95-96. sample of this study was composed of 30 students who were selected with multi-stage random sampling method, and were placed in two experimental groups and control groups(each consisted of 15 persons). Research tools included test anxiety questionnaire (TAQ) Sarason (1960) and shyness questionnaire (SQ) Cheek & Buss (1983). Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. Research results show that education cognitive-behavioral intervention training decreases Test anxiety and Shyness in the students (F-72/63, P<0/001). So cognitive-behavioral intervention due to the decrease in students a passion Test anxiety and Shyness and holding periods is one of the necessities of research in this area is recommended.

کلیدواژه‌ها [English]

  • Cognitive-Behavioral Therapy
  • Test Anxiety
  • Shyness

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