پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,494,531 |
| تعداد دریافت فایل اصل مقاله | 8,885,877 |
مقایسه‌ی اثربخشی آموزش گروهی فراشناخت ولز و مدیریت شناختی و رفتاری استرس بر اهمالکاری تحصیلی دانش‌آموزان دختر دوره دوم متوسطه | ||
| اندیشه های نوین تربیتی | ||
| دوره 17، شماره 2 - شماره پیاپی 60، شهریور 1400، صفحه 229-248 اصل مقاله (509.39 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.31657.3060 | ||
| نویسندگان | ||
| ام البنین هاشمی گرجی1؛ حسن اسدزاده دهرائی* 2؛ طیبه شریفی3؛ احمد غضنفری3 | ||
| 1دانشجو دکتری، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران | ||
| 2دانشیار گروه روانشناسی تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران | ||
| 3دانشیار گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران. | ||
| چکیده | ||
| یکی از مشکلاتی که دانش‌آموزان در امر تحصیل با آن مواجهاند و نقش مهمی در زندگی تحصیلی دارد، اهمالکاری است. این پژوهش درصدد مقایسه اثربخشی دو روش آموزش فراشناخت ولز و مدیریت شناختی رفتاری استرس را بر روی اهمالکاری تحصیلی دانش‌آموزان است. پژوهش حاضر از نوع آزمایشی و طرح شبه آزمایشی است. برای اجرای پژوهش، طرح پیش آزمون و پس آزمون با دو گروه آزمایشی و گروه کنترل اجرا شد. از بین دبیرستان‌های دخترانه شهر ساری،33 دانش‌آموز به روش نمونهگیری خوشه‌ای انتخاب شدند و در سه گروه آزمایشی درمان فراشناختی ولز، گروه درمان شناختی رفتاری مدیریت استرس و گروه کنترل جایگذاری شدند. برای سنجش متغیر اهمالکاری تحصیلی، مقیاس سولومون و راث بلوم استفاده شدکه قبل و بعد از اجرای جلسات آموزشی اجرا شد. نتایج نشان داد که آموزش گروهی فراشناخت ولز روی مؤلفه‌ی آماده شدن برای تکالیف درسی پایان ترم تاثیر معنادار دارد. همچنین درمان فراشناختی بر نمره‌ی کل اهمالکاری تاثیر معناداری داشت، در حالی که درمان شناختی- رفتاری مدیریت استرس تاثیرگذاری کمی داشت. در نتیجه درمان فراشناختی در مقایسه با درمان شناختی رفتاری مدیریت استرس، بیشتر می‌تواند اهمالکاری تحصیلی را کاهش دهد. | ||
| کلیدواژه‌ها | ||
| اهمالکاری تحصیلی؛ درمان فراشناخت؛ درمان شناختی رفتاری مدیریت استرس | ||
| عنوان مقاله [English] | ||
| The Comparison of The Effectiveness of Wells Metacognitive Group Training and Cognitive and Behavioral Stress Management on Educational Negligence of Female Students | ||
| نویسندگان [English] | ||
| omolbanin hashemi gorji1؛ Hasan Asadzadeh2؛ Tayebeh Sharifi3؛ Ahmad Ghazanfari3 | ||
| 1PhD Student in Educational Psychology, Islamic Azad University, Shahrekord Branch, | ||
| 2Associate professor, Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran. | ||
| 3Associate Professor and Faculty Member of Islamic Azad University, Shahrekord Branch | ||
| چکیده [English] | ||
| Abstract One of the problems that students face in their studies is educational negligence which plays a key role in academic life. The present study aims to compare the effectiveness of two methods of Wells metacognitive training and cognitive-behavioral stress management on the educational negligence of female students. The present study is the experimental type and semi-experimental design with pre-test and post-test design were implemented with two experimental groups and a control group. Thirty-three students were selected by multi-cluster sampling method among the girls' high schools in Sari, were assigned to experimental group of Wells metacognitive group training, cognitive-behavioral stress management group, and control group. To measure educational negligence, the Solomon and Rothblum scales were used, which were implemented before and after the training sessions. The results of descriptive and inferential indicators showed that only Wells metacognitive group training had a significant effect on the preparation for the end-of-semester homework component. Metacognitive therapy also had a significant effect on the overall score of educational negligence, while cognitive-behavioral stress management had an insignificant effect on educational negligence. The results indicated that Wells metacognitive group training can further reduce the educational negligence compared to cognitive-behavioral stress management. Introduction Academic procrastination is one of the important issues that has been considered by many researchers in recent years and is referred to as a bad habit (Chase, 2003; Michałowski et al., 2017). Procrastination in homework is a common problem among students (Li et al., 2020), and is one of the most important causes of learners' failure or failure to learn and achieve academic achievement (Janssen & Carton, 1999; Lowinger et al., 2016). Solomon and Rothblum (1984) describe academic procrastination as doing homework, preparing for exams, or doing semester-long papers in the last moments of the semester. According to studies, procrastination in education and research has short-term benefits for stress management and physical health, however, its long-term effect is reversed (Kandemir, 2014; Li et al., 2020). Studies show that this type of procrastination affects 70% of school education (Hen & Goroshit, 2020; Kármen et al., 2015). By providing the conditions that enable students to develop all the talents and abilities that will lead them to success or help them get the job done, the education system will be transformed into centers for developing life skills. Because students, as the young and future-making forces of the country, play an effective role in this field. Another critical issue is the growing trend of procrastination among students, many procrastinating students believe that their problem is unsolvable. Therefore, they do not take any action to solve their problem or resort to inappropriate solutions, while research has shown that there are extremely useful and effective solutions to overcome procrastination. Metacognitive therapy and cognitive and behavioral management of stress are among the effective and short-term therapies that have been proposed recently and, in several studies, their effectiveness in the treatment of various disorders has been confirmed. Therefore, the present study intends to examine the effectiveness of the two methods of teaching Wells metacognition and cognitive-behavioral stress management on students' academic procrastination, and in other words, to clarify which of the two methods of teaching Wells metacognition and cognitive-behavioral stress management Is it more effective in reducing students' academic procrastination? Methodology The present study is a quasi-experimental design according to its nature and purpose. To conduct the research, a pre-test and post-test design were performed with two experimental groups and a control group. To implement the research design, 150 students were selected by multi-stage cluster sampling method from high schools’ girls in Sari, and the anxiety test was performed on them. Then, among those whose anxiety test was a standard deviation higher than the average, thirty-three students were selected and eleven were randomly assigned to groups in the Wells Metacognitive Therapy Experiment, eleven to the Cognitive Behavioral Therapy Group, and eleven to the control group. Wells metacognitive training sessions were performed in 8 sessions based on the Wells training package (2002) and cognitive-behavioral stress management therapy sessions also included 8 sessions by Antoni et al. (2007) was conducted on the second experimental group, and the control group did not receive any intervention. The Solomon and Roth Bloom scales were used to measuring the variable of academic procrastination. This questionnaire was administered before the training program and after the training sessions in all three groups. The data were then collected and evaluated in SPSS-25 using analysis of covariance. Result The aim of this study was to investigate the differences in the effectiveness of the two types of metacognitive education in Wells and cognitive-behavioral stress management on academic procrastination of females in Sari. After collecting data, both Kolmogorov-Smirnov, MBox, and Levin tests were used to check the normality of the scores, and covariance and LSD tests were used to analyze the hypotheses. The Kolmogorov-Smirnov statistic indicated that the collected data were normal. The scores from pre-test to post-test decreased in both experimental groups, while in the control group no decrease was observed in any of the scales. Multivariate analysis of covariance was used to assess the significance of the observed differences. The training results show that according to the value of F obtained for the eigenvalue of the Wilkes lambda effect, the linear combination of scores of the components of academic procrastination in the three groups of experiments (first and second) and control after removing the effect of the score Pre-test scores are significant, the effect size is equal (0.555) and shows the strength of the experimental application for the changes in the scores of the dependent variable. The results of the intergroup effects test after removing the pre-test effect in Table 1 show the differences between the means of the three experimental and control groups in the total score of procrastination Preparing. There is no significant difference for end-of-semester homework, but there is a significant difference in the component of preparation for homework. The post hoc test showed that the difference between the metacognitive test group and the control group and the cognitive-behavioral stress management test group was significant; As metacognitive training is provided, it reduces the average scores of procrastinations of students in the metacognitive test group. Discussion The results showed that none of the training had a significant effect on the component of preparing for the exam. Both metacognitive therapy and cognitive-behavioral therapy for stress management had a significant effect on preparation for homework. Metacognitive therapy had a significant effect on preparation for end-of-semester homework, but cognitive-behavioral stress management therapy did not have a significant effect. Metacognitive therapy also had a significant effect on the overall score of procrastination, but cognitive-behavioral stress management therapy had insignificant effect. In general, the results indicate that metacognitive therapy has a better effect on procrastination compared to cognitive-behavioral stress management. Among the limitations of the present study, the generalization of the results to other students is limited because the statistical population of the study included girls in the second year of high school in Sari. Due to the effectiveness of group training in Wells metacognition, and cognitive and behavioral stress management, it is recommended that education managers and officials try to teach these methods to teachers through in-service training so that teachers can use them to reduce procrastination. | ||
| کلیدواژه‌ها [English] | ||
| Educational negligence, Metacognitive group training, Cognitive and behavioral stress management, Students | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Akgün, S., and Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology: An International Journal of Experimental Educational Psychology, 23(3): 287-294. Antoni, M., Ironson, G., and Schneiderman, N. (2007). Cognitive behavioral stress management: workbook (treatment that work). In: Masochist. Arch, J. J., Ayers, C. R., Baker, A., Almklov, E., Dean, D. J., and Craske, M. G. (2013). Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders. Behav Res Ther, 51(4-5): 185-196. Balkis, M.(2013) The Relationship between Academic Procrastination and Students' Burnout. HUJournal of Education,28(1):68-78. Barrera, T. L., Mott, J. M., Hofstein, R. F., and Teng, E. J. (2013). A meta-analytic review of exposure in group cognitive behavioral therapy for posttraumatic stress disorder. Clin Psychol Rev, 33(1): 24-32. Beck, J. S., and Beck, A. T. (2011). Cognitive behavior therapy. New York: Basics and beyond. Guilford Publication. Chase, L. (2003). Procrastination: the new master skill of time management. Agency Sales, 33(9): 60-60. Çikrikci, Ö. (2016). Academic procrastination: The role of metacognitive awareness and educational stress. Mediterranean Journal of Educational Research, 19(1): 39-52. Erdinç, D., and Balkis, M.(2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model, International Journal of Educational Psychology , 6(2): 97-107. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist. 34: 906-911. Ghadampour, E., Amiri, F., Zngeneh Abadi, M., and Asli Azad, M.(2015). The effectiveness of cognitive-behavioral intervention on procrastination and academic performance and self-esteem of high school students, Rehabilitation research in nursing, 3(1): 33-44. (Text in Persian) Hen, M., and Goroshit , M. (2018). The effects of decisional and academic procrastination on students’ feelings toward academic procrastination, Current Psychology, 41(2): 1-10. Hesar, S.I., Nikdel, F., and Kharamin, Sh.(2014). The effectiveness of teaching cognitive-behavioral techniques on stress, anxiety, depression and procrastination of female students, Armaghane Danesh Magazine, 19(12): 1105-1117. (Text in Persian) Huan, V. S., See, Y. L., Ang, R. P., and Har, C. W. (2008). The impact of adolescent concerns on their academic stress. Educational Review, 60: 169-178. Imam, S. S. (2017). Sherer et al. General Self-efficacy: internal consistency, temporal stability, dimensionality. Department of Psychology International Islamic University Malaysia. Janssen, T., and Carton, J. S. (1999). The Effects of Locus of Control and Task Difficulty on Procrastination. J Genet Psychol, 160(4): 436-442. Kandemir, M. (2016). Predictors of Academic Procrastination: Coping with Stress, Internet Addiction and Academic Motivation. World Applied Sciences Journal,32(5): 930-938. Kármen, H., Kinga, S., Edit, M., Susana, F., and Réka, J. (2014). Associations between Academic Performance, Academic Attitudes, and Procrastination in a Sample of Undergraduate Students Attending Different Educational Forms. Procedia - Social and Behavioral Sciences,187: 45-49. Knospe, Y. (2018). Metacognitive knowledge about writing in a foreign language: a case study. In Metacognition in language learning and teaching (pp. 135-152). Routledge. Li, L., Gao, H., and Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination, Computers & Education, 159: 1-10. Lowinger, R. J., Kuo, B. C. H., Song, H. A., Mahadevan, L., Kim E, Liao, K. Y. H., Chang, C. Y., Kwo, K. A., and Han, S. (2016). Predictors of Academic Procrastination in Asian International College Students. Journal of Student Affairs Research and Practice, 53(1): 90–104. Michałowski, J., Koziejowski, W., Droździel, D ., Harciarek, M. , and Wypych, M.(2017). Error processing deficits in academic procrastinators anticipating monetary punishment in a go/no-go study. Personality and Individual Differences, 117:198-204. Misra, R., and Castillo, L. G. (2004). Academic stress among college students: Comparison of American and International Students. International Journal of Stress Management, 11(2): 132-148. MoghimIslam, M., jafari, P., and Hoseini, M. (2013). Impact of Stress Management Training on the Girl High School Student Academic Achievement. Procedia-Social and Behavioral Sciences, 89, 22-26 Motiee, H., Heydari, M., and Sadeghi, M.(2012). Predicting academic procrastination based on self-regulatory components in first grade high school students in Tehran, Quarterly Journal of Educational Psychology, 8(24): 49-70. (Text in Persian) Muris, P., Mayer, B., Den Adel, M., Roos, T., and Van Wamelen, J. (2009). Predictors of change following cognitive-behavioral treatment of children with anxiety problems: A preliminary investigation on negative automatic thoughts and anxiety control. Child psychiatry and human development, 40(1): 139-151. Ocak, G., and Boyraz, S. (2016). Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables. Journal of Education and Training Studies,4(5): 2324-8086. Orly, S., Rivka, B., Rivka, E., and Dorit, S.E. (2012). Are cognitive–behavioral interventions effective in reducing occupational stress among nurses? Applied Nursing Research, 25(3): 152-157. Rabin, L. A., Fogel, J., and Nutter-Upham, K. E. (2011). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3): 344-357. Robichaud, M., Koerner, N., and Dugas, M. J. (2019). Cognitive behavioral treatment for generalized anxiety disorder: From science to practice: Routledge. Rosario, P., Costa, M., Núñez, J.C., González-Pienda, J., Solano, P. and Valle, A. (2009). Academic procrastination:associations with personal, school and family variables, Spanish Journal of Psychology, 12(1): 118-127. Savari, K.(2012). Study of the prevalence of academic procrastination in students (male and female) of Payam-e-Noor University of Ahvaz, Bi-Quarterly Journal of Social Cognition, 1(2): 62-68. (Text in Persian) Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2): 113-125. Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4(1), 33-45. Sharma, M., & Kaur, G.(2011). Gender differences in procrastination and academic stress among adolescents. Indian Journal of Social Science Researches, 8(1-2): 122-127. Sharma, N., and Kaur, A.(2011).Factors associated with stress among nursing students, Iranian Journal of Nursing and Midwifery Research, 7(1): 12-21. Shikholslami, A.(2017). The effectiveness of teaching cognitive and metacognitive learning strategies on academic procrastination of students with low academic achievement, School Psychology, 6(3): 65-84. (Text in Persian) Sloboda, J. A. (1990). Combating examination stress among university students: Action research in an institutional context. British Journal of Guidance & Counselling, 18(2): 124-136. Solomon, L. J., and Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4): 503. Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and individual differences, 48(8): 926-934. Struthers, C. W., Perry, R. P., and Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education, 41(5): 581-592. Tice, D., and Baumeister, R.(1997). ongitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling, Psychological Science, 8(6): 454-485. Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20(3): 135-142. Tyrrell, J. (1992). Sources of stress among psychology undergraduates. The Irish Journal of Psychology, 13(2), 184-192. Ugwuanyi, C. S., Gana, C. S., Ugwuanyi, C. C., Ezenwa, D. N., Eya, N. M., Ene, C. U., and Ede, M. O. (2020). Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME). Journal of Rational-Emotive & Cognitive-Behavior Therapy,14: 1-18. Wang, S., Zhou, Y., Yu, S., Ran, L. W., Liu, X. P., and Chen, Y. F. (2017). Acceptance and commitment therapy and cognitive–behavioral therapy as treatments for academic procrastination: A randomized controlled group session. Research on Social Work Practice, 27(1): 48-58. Wells, A. (2002). Emotional disorders and metacognition: Innovative cognitive therapy: John Wiley & Sons. Wells, A. (2008). Modifying beliefs. Emotional disorders and metacognition: John Wiley & Sons Ltd. Wells, A., and Sembi, S. (2004). Metacognitive therapy for PTSD: A core treatment manual. Cognitive and Behavioral Practice, 11(4): 365-377. Wolters, C.A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1): 179-187. | ||
|
آمار تعداد مشاهده مقاله: 654 تعداد دریافت فایل اصل مقاله: 502 |
||
