اخبار و اعلانات
آمار
| تعداد نشریات | 38 |
| تعداد شمارهها | 1,408 |
| تعداد مقالات | 10,088 |
| تعداد مشاهده مقاله | 11,909,177 |
| تعداد دریافت فایل اصل مقاله | 6,961,293 |
اثربخشی درمان شناختی-رفتاری بر تاب آوری تحصیلی، حمایت اجتماعی ادراک شده و سبک های دلبستگی در دانش آموزان متوسطه دوم مدرسه شاهد | ||
| روانشناسی نظامی | ||
| دوره 16، شماره 4 - شماره پیاپی 64، بهمن 1404، صفحه 91-115 اصل مقاله (1.03 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| مبین رشیدی1؛ اسماعیل صدری دمیرچی2؛ فاطمه گوهری3؛ محمدرضا نوروزی همایون* 3 | ||
| 1دانشجوی کارشناسی ارشد مشاوره مدرسه، گروه مشاوره، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| 2استاد، گروه مشاوره، دانشکده علومتربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| 3دانشجوی دکتری تخصصی مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران. | ||
| تاریخ دریافت: 10 اردیبهشت 1404، تاریخ بازنگری: 07 دی 1404، تاریخ پذیرش: 26 بهمن 1404 | ||
| چکیده | ||
| پژوهش حاضر با هدف تعیین میزان اثربخشی درمان شناختی -رفتاری بر تاب آوری تحصیلی، حمایت اجتماعی ادراک شده و سبک های دلبستگی در دانش آموزان متوسطه دوم مدرسه شاهد شهرستان بانه انجام شد. مواد و روش: روش پژوهش، شبهآزمایشی با طرح پیشآزمون–پسآزمون با گروه گواه بود. نمونه شامل ۳۰ نفر از دانشآموزان مدرسه شاهد شهرستان بانه در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که بهصورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. گروه آزمایش طی ۸ جلسه ۹۰ دقیقهای تحت آموزش گروهی درمان شناختیرفتاری قرار گرفت. ابزار گردآوری دادهها شامل پرسشنامه تابآوری تحصیلی ساموئلز، حمایت اجتماعی ادراکشده زیمت و سبکهای دلبستگی بزرگسالان بود. دادهها با استفاده از تحلیل کوواریانس چندمتغیره (MANCOVA) و نرمافزار SPSS نسخه ۲۵ تحلیل شد. یافتهها: نتایج تحلیل کوواریانس چندمتغیره نشان داد که درمان شناختیرفتاری تأثیر معناداری بر افزایش تابآوری تحصیلی، حمایت اجتماعی ادراکشده (در مؤلفههای دوستان، خانواده و دیگران مهم)، و بهبود سبکهای دلبستگی (نزدیکی، اضطراب و اجتناب) دارد (p<0.01). مقادیر F و اندازه اثر (η²) در تمامی متغیرها و مؤلفهها در سطح معناداری ۰۱/۰ تأییدکننده اثربخشی مداخله بود. بحث و نتیجهگیری: نتایج این مطالعه نشان داد که درمان شناختیرفتاری بهطور معناداری تابآوری تحصیلی، حمایت اجتماعی ادراکشده و سبکهای دلبستگی دانشآموزان را بهبود بخشید؛ بنابراین، این یافتهها میتوانند مبنای طراحی برنامههای مداخلهای برای تقویت تابآوری و حمایت اجتماعی دانشآموزان و بهبود روابط دلبستگی در محیطهای آموزشی قرار گیرند. | ||
| کلیدواژهها | ||
| درمان شناختی-رفتاری؛ تاب آوری تحصیلی؛ حمایت اجتماعی ادراک شده؛ سبک های دلبستگی؛ دانش آموزان متوسطه دوم | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Cognitive-Behavioral Therapy on Academic Resilience, Perceived Social Support, and Attachment Styles among High School Students in Shahed School, | ||
| نویسندگان [English] | ||
| Mobin Rashidi1؛ Esmaeil Sadri Damirchi2؛ Fatemeh Gohari3؛ Mohammadreza Noroozi Homayoon3 | ||
| 1Master Student in School Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| 2Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| 3PhD Student in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. | ||
| چکیده [English] | ||
| This study aimed to determine the effectiveness of cognitive-behavioral therapy (CBT) on academic resilience, perceived social support, and attachment styles in high school students at the Shahid School in Baneh County. The research method was quasi-experimental with a pre-test–post-test design and a control group. The sample consisted of 30 high school students from the Shahid School in Baneh County during the 2024-2025 academic year, who were randomly assigned to experimental and control groups. The experimental group received 8 sessions of 90-minute group CBT. The data collection instruments included the Academic Resilience Scale by Samuels, the Perceived Social Support Scale by Zimet, and the Adult Attachment Scale. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and SPSS software version 25. The results of the MANCOVA indicated that CBT had a significant effect on increasing academic resilience, perceived social support (in the components of friends, family, and significant others), and improving attachment styles (closeness, anxiety, and avoidance) (p<0.01). The F values and effect size (η²) for all variables and components at the 0.01 significance level confirmed the effectiveness of the intervention. The results of this study showed that CBT significantly improved academic resilience, perceived social support, and attachment styles in students. Therefore, these findings could serve as a basis for designing intervention programs aimed at strengthening resilience and social support in students, as well as improving attachment relationships in educational settings. | ||
| کلیدواژهها [English] | ||
| Cognitive-behavioral therapy, academic resilience, perceived social support, attachment styles, high school students | ||
| مراجع | ||
|
Aliyev, R., Akbaş, U., & Özbay, Y. (2021). Mediating role of internal factors in predicting academic resilience. International Journal of School & Educational Psychology, 9(3), 236–251. https://doi.org/10.1080/21683603.2021.1904068
Almasri, F. (2022). Simulations to teach science subjects: Connections among students’ engagement, self-confidence, satisfaction, and learning styles. Education and Information Technologies, 27(5), 7161–7181. https://doi.org/10.22098/ael.2023.10873.1095
Alva, S. A. (1991). Academic invulnerability among Mexican‐American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13(1), 18–34. https://doi.org/10.1177/07399863910131002
Ashrafioun, L., Allan, N. P., & Stecker, T. A. (2024). A randomized clinical trial to assess feasibility, acceptability and preliminary effects of telehealth-delivered cognitive-behavioral therapy for perceived social isolation among individuals with opioid use disorders. Drug and alcohol dependence, 258, 111268. https://doi.org/10.1016/j.drugalcdep.2024.111268
Bagheri Sheykhangafshe, F., Haghighat Bayan, N., Baheri, M., Savabi Niri, V., & Esrafilian, F. (2024). The Efficacy of Cognitive Behavioral Therapy on Sense of Coherence, Social Support, and Spiritual Well-being in Students with Post-Traumatic Stress Disorder. The International Journal of Humanities, 31(4), 70-91. https://doi.org/10.48311/eijh.31.4.70 [Persian]
Benamou-Fruchter, A. (2025). Attachment Styles Predicting School Engagement in Nontraditional Graduate Students (Doctoral dissertation, Walden University).
Beri, N., & Kumar, D. (2018). Predictors of academic resilience among students: A Meta Analysis. Journal on Educational Psychology, 11(4), 37–44. https://doi.org/10.26634/jpsy.11.4.14220
Carson, A. J., & McWhirter, L. (2022, April). Cognitive behavioral therapy: principles, science, and patient selection in neurology. In Seminars in neurology (Vol. 42, No. 02, pp. 114-122). Thieme Medical Publishers, Inc. https://doi.org/10.1055/s-0042-1750851
Darban, F., Safarzai, E., Koohsari, E., & Kordi, M. (2020). Does attachment style predict quality of life in youth? A cross-sectional study in Iran. Health Psychology Research, 8(2), 8796. https://doi.org/10.4081/hpr.2020.8796
Eichenberg, C., Schneider, R., & Rumpl, H. (2024). Social media addiction: associations with attachment style, mental distress, and personality. BMC psychiatry, 24(1), 278. https://doi.org/10.1186/s12888-024-05709-z
Fau, S., Ramli, M., Hidayah, N., & Chusniyah, T. (2024). The role of cognitive behavioral therapy in enhancing academic resilience: A systematic literature review. PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling, 13, 80–90. https://doi.org/10.12928/psikopedagogia.v13i2.30258
Gaines, A. N., Constantino, M. J., Coyne, A. E., Atkinson, L. R., Bagby, R. M., Ravitz, P., & McBride, C. (2023). Change in satisfaction with social support as a common outcome in interpersonal psychotherapy and cognitive behavioral therapy for depression. Journal of Psychotherapy Integration, 33(4), 457–464. https://doi.org/10.22098/j9032.2025.14563.1016
García‐Crespo, F. J., Fernández‐Alonso, R., & Muñiz, J. (2021). Academic resilience in European countries: The role of teachers, families, and student profiles. PLoS One, 16(7), e0253409. https://doi.org/10.1371/journal.pone.0253409
Gkintoni, E., Antonopoulou, H., & Kazantzi, E. (2024). COGNITIVE BEHAVIORAL THERAPY FOR ENHANCING EMOTIONAL REGULATION AND RESILIENCE IN ONLINE LEARNING ENVIRONMENTS. A CLINICAL PSYCHOLOGY PERSPECTIVE. In ICERI2024 Proceedings (pp. 6882-6891). IATED. https://doi.org/10.21125/iceri.2024.1661
Haghiri, S., Molayi, H., & Khosropour, F. (2024). Comparing the effectiveness of attachment-based therapy and cognitive-behavioral therapy on the style of attachment relationship and the quality of maternal care in mothers with elementary school or preschool children. Journal of Pediatric Nursing, 10(4), 31-40. http://dx.doi.org/10.22034/JPEN.10.4.31 [Persian]
Hasanifard, E. (2024). Effectiveness of Cognitive-Behavioral Group Therapy on Changing Attachment Styles and Marital Intimacy of Mothers with Elementary School Children. Journal of Psychology New Ideas, 22(26), 1-11. http://jnip.ir/article-1-1227-en.html [Persian]
Kapıkıran, Ş. (2020). Ergenlerde ebeveyn akademik başarı baskısı ve desteği ile sınav kaygısı arasındaki ilişkide akademik dayanıklılığın aracı rolü. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 409–430. https://doi.org/10.9779/pauefd.521230
Kumar, S., & Patel, A. B. (2024). Student Suicide in India: Unintended Consequences of Socio-Ecological Factors. Omega, 90(2), 746–761. https://doi.org/10.1177/00302228221111932
Li, H. (2017). The ‘secrets' of Chinese students' academic success: Academic resilience among students from highly competitive academic environments. Educational Psychology, 37(8), 1001–1014. https://doi.org/10.1080/01443410.2017.1322179
Ludolph, P., Kunzler, A. M., Stoffers-Winterling, J., Helmreich, I., & Lieb, K. (2019). Interventions to promote resilience in cancer patients. Deutsches Ärzteblatt International, 116(51-52), 865. https://doi.org/10.22034/ceciranj.2022.318579.1619
Noroozi Homayoon, M., Sadeghi, M., Sadri Damirchi,, E., & Hatami Nejad, M. (2024). The Relationship between Sense of Coherence and Perceived Social Support with Resilience: The Mediating Role of Adaptive Cognitive-Emotional Regulation Strategies in Older Adults. Aging Psychology, 10(4), 427-405. doi: 10.22126/jap.2025.11026.1801
OwjiNejad, A., Ghasemi, R., & Farokhi, M. (2022). The effectiveness of cognitive-behavioral training on academic resilience and mental health of secondary school girls. Education, 2(3), 33-43. https://B2n.ir/mq8097 [Persian]
Özbay, A., & Çelik, M. (2024). The mediating role of psychological resilience, anger, and hostility in university students’ attachment styles and life satisfaction. Children and Youth Services Review, 163, 107752. https://doi.org/10.22059/japr.2024.375061.644904
Özcan, N., Erhan, A. Ç. A. R., & Köse, M. F. (2023). Dijital bağımlılıklar, sosyal bağlılık ve yaşam memnuniyeti ile akademik yılmazlık arasındaki ilişkilerin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 59, 192–212. https://doi.org/10.22098/jrp.2024.14488.1221
Saltzman, L. Y., Hansel, T. C., & Bordnick, P. S. (2020). Loneliness, isolation, and social support factors in post-COVID-19 mental health. Psychological trauma: theory, research, practice and policy, 12(S1), S55–S57. https://doi.org/10.1037/tra0000703
Seifi, H., Tabrizi, M., & Asadzade, H. (2024). Teaching Cognitive Behavioral Techniques on Attachment Styles, Mental health, and Optimism in Medical Students at Islamic Azad University, Mashhad Branch, Iran. http://dx.doi.org/10.32598/jpcp.12.2.938.1 [Persian]
Tamannaeifar, M., & Shahmirzaei, S. (2019). Prediction of academic resilience based on coping styles and personality traits. Practice in Clinical Psychology, 7(1), 1–10. https://doi.org/10.22098/jpc.2022.1733 [Persian]
Thompson, R. A., Simpson, J. A., & Berlin, L. J. (2022). Taking perspective on attachment theory and research: Nine fundamental questions. Attachment & human development, 24(5), 543-560. https://psycnet.apa.org/doi/10.1016/j.ejtd.2025.100513
Türk, F. (2025). The mediating role of psychological flexibility in the relationship between academic resilience and test anxiety in a sample of Turkish adolescents. Psychology in the Schools, 62(1), 237-255. https://doi.org/10.30476/whb.2025.105249.1333
Wang, J., Wu, Y., Zhou, J., Li, S., & She, L. (2024). Resilience and its influencing factors after emergency percutaneous coronary intervention in young and middle-aged patients with first acute myocardial infarction. Scientific reports, 14(1), 9507. https://doi.org/10.1038/s41598-024-59885-9
Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological bulletin, 98(2), 310-357. https://doi.org/10.1037/0033-2909.98.2.310
Xinhui, Z., Liqiong, L., Haiyan, L., & Ning, L. (2022). Relationship between daily positive emotion and life satisfaction among adolescent-A moderated mediation model. Chin. J. Health Psychol, 8, 1239-1244. https://doi.org/10.13342/j.cnki.cjhp.2022.08.024
Yavuz, H., & Kutlu, Ö. (2016). Investigation of the factors affecting the academic resilience of economically disadvantaged high school students. Education and Science, 41, 1–19. https://doi.org/10.30476/whb.2024.103315.1300
Zalaznik, D., Zlotnick, E., Barzilay, S., Ganor, T., Sorka, H., Ebert, D. D., ... & Huppert, J. D. (2025). Interpersonal factors in internet-based cognitive behavioral therapy for depression: Attachment style and alliance with the program and with the therapist. Psychotherapy Research, 35(4), 558-573. https://doi.org/10.1080/10503307.2024.2325510
Zhang, Q., Li, J., Ma, T., Zhang, L., Zhang, R., Li, X., & Shao, W. (2020). Analysis on the status and influencing factors of social anxiety of college students in a university in Changchun city. Med. Soc, 33, 112-115. https://doi.org/10.13723/j.yxysh.2020.03.026
Zysberg, L., & Zisberg, A. (2022). Days of worry: Emotional intelligence and social support mediate worry in the COVID-19 pandemic. Journal of health psychology, 27(2), 268–277. https://doi.org/10.1177/1359105320949935 | ||
|
آمار تعداد مشاهده مقاله: 89 تعداد دریافت فایل اصل مقاله: 66 |
||