آموزش ذهن آگاهی نوجوانم حور بر تاب آوری تحصیلی و اشتیاق تحصیلی دانش آموزان دختر با علائم اضطراب اجتماعی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش با هدف بررسی تأثیر آموزش ذهن آگاهی نوجوان محور بر تاب آوری و اشتیاق تحصیلی در نوجوان دختر مقطع متوسطه دوم با علائم اضطراب اجتماعی انجام شد. روش پژوهش نیمه آزمایشی با طرح پیش آزمون - پس آزمون همراه با دوره پیگیری با گروه کنترل است و جامعه آماری را کلیه دانش آموزان دختر مقطع متوسطه در سال تحصیلی 99-1398 شهر تهران تشکیل داده بودند. برای انتخاب نمونه ابتدا با استفاده از روش نمونه گیری خوشه ای ساده، از بین مدارس دخترانه مقطع متوسطه شهر تهران، چهار مدرسه به تصادف انتخاب شدند و پرسشنامه اضطراب اجتماعی بین دانش آموزان به اجرا درآمد. از بین دانش آموزانی که نمرات یک انحراف استاندارد بالاتر از میانگین را در این پرسشنامه به دست آورده بودند و داوطلب شرکت در پژوهش بودند، به روش تصادفی ساده 30 نفر انتخاب شدند و در گروه آزمایش و کنترل (هر گروه 15 دانش آموزان) قرار گرفتند. گروه آزمایش هشت جلسه آموزش ذهن آگاهی نوجوان محور را دریافت کردند و گروه کنترل آموزش دریافت نکردند. ابزار گردآوری اطلاعات در مراحل پیش آزمون، پس آزمون و پیگیری شامل مقیاس تاب آوری تحصیلی، مقیاس اشتیاق تحصیلی (مقیاس های درگیری مدرسه) و پرسشنامه اضطراب اجتماعی نوجوانان بود. داده های پژوهش با روش اندازه های مکرر تحلیل شدند. نتایج نشان دادند بسته آموزشی ذهن آگاهی نوجوان محور بر بهبود تاب آوری تحصیلی و اشتیاق تحصیلی دانش آموزان در مرحله پس آزمون تأثیر معناداری داشت و تأثیر آن در مرحله پیگیری نیز باقی مانده است. نتیجه گرفته شد که آموزش ذهن آگاهی نوجوان محور روش مناسبی برای بهبود تاب آوری تحصیلی و اشتیاق تحصیلی در دانش آموزان دختر دارای علائم اضطراب اجتماعی بوده است.The Effect of Adolescent-Centered Mindfulness Training on Academic Resilience and Academic Engagement of Female High School Students with Social Anxiety Symptoms
The aim of this study was to examine effect of adolescent-centered mindfulness training on resilience and academic engagement in second-year high school girl students with symptoms of social anxiety. The quasi-experimental research method with a pre-test-post-test design along with a follow-up period with the control group was used. The statistical population included all female high school students in Tehran in 2020. In order to select the sample, cluster sampling method was used and four schools were randomly selected from among girls' secondary schools in Tehran. The social anxiety questionnaire was administered to the students. Those students who scored one standard deviation higher than the average in this questionnaire and volunteered to participate in the research, 30 students were randonly selected and were assigned to the experimental and the control groups (15 students in each group). The experimental group received eight sessions of adolescent-centered mindfulness training, while the control group did not receive any. The data collection tools in the pre-test, the post-test, and the follow-up phases included Connor-Davidson Resilience scale, the Academic Engagement, and the Social Anxiety scale for adolescents. The research data were analyzed by repeated measures method. The results showed that the adolescent-oriented mindfulness training package had a significant effect on improving students' academic resilience and academic engagement in the post-exam phase, and the effect remained in the follow-up phase. It is concluded that adolescent-oriented mindfulness training is a suitable method for improving academic resilience and academic Engagement among female students with social anxiety symptoms.IntroductionPeople who are involved with social anxiety are always afraid that others will consider them as incapable and disturbed in doing things (Pitcho-Perlorentzos et al., 2020). Students with social anxiety disorder have low self-esteem and negative effects on their academic performance during education such as not doing homework, depression, lack of social skills, and substance abuse are observed. In the future, they will face many problems in their job performance (Fox et al., 2018), so it can be said that the academic engagement of these students decreases. From Alva's (2015) point of view, students who have academic resilience use all their efforts despite stressful events in order to achieve success and better performance. One of the newest trainings in the direction of investigating the problems of children and adolescents such as depression, anxiety disorders, social anxiety, post-traumatic stress disorder, obsessive-compulsive disorder, and aggressiveness is child- and adolescent-oriented mindfulness (Burdick, 2014). Based on this, the following research hypotheses were posited:1- Mindfulness training for teenagers positively influences resilience.2- Adolescent-centered mindfulness training positively influences academic engagement. MethodThe quasi-experimental research method with pre-test-post-test type and a three-month follow-up phase with a control group was used. The statistical population included all high school female students who studied in Tehran in the academic year 2019-2020. In the adolescent-oriented mindfulness training group, four people (26.70%) were 13 years old and the same number were 16 years old. Three people (20%) were 14 years old; the same number were 15 years old, and one person (6.7%) was 17 years old. In the control group, four people (26.70%) were 13 years old and the same number were 16 years old. 2 people (13.30%) were 14 years old and the same number were 17 years old. while three people (20%) were 15 years old. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (variance analysis test with repeated measures) using SPSS, version 23.Results Table 1 Descriptive Indices of the Research Variables, Separated into Two Groups and Three Phases of the ResearchVariablethe experimentcontrolpre-examafter examFollow uppre-examAfter examFollow upAcademic ResilienceAverage56/5367/1361/257/4759/3359/27standard deviation7/717/57/986/836/616/95Academic EngagementAverage44/8754/2752/6745/646/146/4standard deviation4/126/476/855/125/324/99Based on the findings, in the between-subject analysis, the mean scores of the variables of resilience and academic engagement in the experimental group (adolescent-oriented mindfulness training) and the control group had a significant difference (p<0.001). The results showed that 79.4% of resilience scores and 42.9% of academic engagement scores were related to the difference between the two groups. Based on the results of the within-subject analysis, there was no significant difference between the average scores of both variables and academic engagement in the post-exam and follow-up stages (p < 0.05). However, in academic engagement, the difference between the stages is generally significant (p < 0.005). The results indicated that the interaction of time and group membership was significant in both variables (p < 0.05). These results revealed that the changes in academic engagement and resilience in the stages of the research were different in the groups. DiscussionMindfulness training by encourages students to repeatedly practice focused attention on the desired issue and deliberate awareness of the issue, and changes the students' minds from an automatic and involuntary state to a conscious and appropriate state in response to conflict situations (Koski et al., 2023). Also, by practicing mindfulness, teenagers learn skills so that they can calm themselves down, become more aware of their internal and external experiences, and overcome their social anxiety through meditation and thinking. The results of research in the field of mindfulness indicate that the use of mindfulness exercises strengthens positive attitudes and thoughts and thus leads to the development and stabilization of mood and the strengthening of emotion regulation, improves the damaged self-esteem of teenagers, and helps to overcome social anxiety in teenagers through the combination of vitality and clearly seeing positive experiences. Ethical Consideration Compliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Azad University of esfahan khorasgan. Iran.Authors’ Contributions: All authors contributed to the study. The first author written and edited the first draft of the manuscript. The second author edited the manuscript and collected the data. The third author advised result sections.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: This study was conducted with financial support khorasgan Azad University.Iran (IR.IAU.KHUISF.REC.1401.188)Acknowledgment: The authors would like to thank all participants for their time and contribution to the study.
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