تعویق در رضامندی دانشجویان دارای رفتارهای خودشکن: شواهدی از مقایسۀ اثربخشی آموزش مهارت‌های خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روا‌ن‌شناسی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

2 دانشیار، گروه روا‌‌ن‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

چکیده

تعویق در رضامندی دانشجویان دارای رفتارهای خودشکن: شواهدی از مقایسۀ اثربخشی آموزش مهارت‌های خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد

چکیده
پژوهش حاضر با هدف بررسی شواهدی از مقایسۀ اثربخشی آموزش مهارت‌های خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد بر تعویق در رضامندی دانشجویان دارای رفتارهای خودشکن انجام گرفت. جامعۀ آماری پژوهش شامل تمامی دانشجویان مقطع کارشناسی دانشگاه گیلان به روش نمونه‌گیری خوشه‌ای سه مرحله‌ای از میان دانشکده‌ها، رشته‌ها، کلاس‌های دایر در هریک از دانشکده‌های دانشگاه گیلان بود که تعداد 15 نفر در هر سه گروه (آزمایش، کنترل و گواه) گمارده شدند. ابزار پژوهش شامل مقیاس تعویق در رضامندی تحصیلی بیمبنتی وهمکاران (1998) و مقیاس شناخت رفتار خودشکن کانینگهام (2007) بود. برنامۀ مداخلاتی این مطالعه، آموزش خودتعیین‌گری و آموزش مبتنی بر پذیرش و تعهد بود. تحلیل داده‌ها با روش تحلیل واریانس نمرات افتراقی و پیگیری سه ماهه نشان داد که هر دو برنامۀ مداخلاتی، تأثیر مثبت و معناداری بر تعویق در رضامندی دانشجویان دارد. البته برنامۀ مداخله‌ای خودتعیین‌گری تأثیر بیشتری بر رضامندی دانشجویان دارای رفتارهای خودشکن داشت. براین اساس، هر دو برنامۀ مداخلاتی به عنوان برنامه هدف در کلینیک‌ها و دانشگاه‌ها پیشنهاد می‌شود.
کلیدواژه‌ها: آموزش خودتعیین‌گری، آموزش مبتنی بر پذیرش و تعهد، تعویق در رضامندی، رفتارهای خودشکن دانشجویان

کلیدواژه‌ها


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