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مقایسۀ تاثیرات آموزش مهارت‌های زندگی با و بدون آموزش ذهن‌آگاهی بر میزان تفکر منطقی- تجربی و افکار منفی جوانان دارای آسیب جسمی- حرکتی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 2، دوره 11، شماره 3 - شماره پیاپی 43، بهمن 1402، صفحه 23-34 اصل مقاله (260.82 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2024.68804.4061 | ||
| نویسندگان | ||
| سیماالسادات صفوی پور نایینی1؛ رسول روشن چسلی* 2؛ شهاب مرادی3؛ ابوالفضل کرمی4 | ||
| 1دانشجوی دکتری روانشناسی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران | ||
| 2استاد گروه روانشناسی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران | ||
| 3استادیار گروه روانشناسی، دانشکده علوم انسانی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران | ||
| 4دانشیار گروه روانشناسی و علوم تربیتی ، دانشگاه علامه طباطبایی، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف مقایسۀ تاثیرات آموزش مهارت‌های زندگی با و بدون آموزش ذهن‌آگاهی بر میزان تفکر منطقی- تجربی و افکار منفی جوانان دارای آسیب جسمی- حرکتی انجام شد. روش پژوهش، آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری بود. جامعه آماری، شامل دانش‌آموزان پسر با آسیب جسمی- حرکتی دورۀ متوسطۀ دوم مدارس استثنایی شهر تهران بود. نمونۀ پژوهشی، به دلیل حجم کم جامعه آماری، شامل همۀ افراد این جامعه در سال تحصیلی 1401-1400 می‌شد. با روش نمونه‌گیری هدفمند، 45 آزمودنی به طور تصادفی در دو گروه آزمایش و یک گروه گواه گمارده شدند. گروه یک، آموزش مهارت‌های زندگی و گروه دو، آموزش مهارت‌های زندگی و آموزش ذهن‌آگاهی را دریافت نمود. گروه گواه، آموزشی دریافت نکرد. هر سه گروه، پیش و پس از دوره‌های آموزشی و یک ماه پس از پایان دوره‌ها، به پرسش‌نامۀ منطقی- تجربی اپشتاین و پاسینی (1999) و پرسش‌نامۀ افکار خودآیند هالون و کندال (1980)، پاسخ دادند. تحلیل داده‌ها با روش تحلیل واریانس یکراهه، تحلیل واریانس اندازه‌گیری مکرر و تحلیل کوواریانس چند متغیره انجام شد. مقایسۀ گروه‌ها نشان داد، که هر دو مداخله تاثیرات یکسانی بر توانایی منطقی، درگیری منطقی، توانایی تجربی و افکار منفی شرکت‌کنندگان گذاشته است. می‌توان گفت، هر دو مداخلۀ آموزشی، منجر به تقویت سیستم‌های اندیشه‌ورزی منطقی و تجربی و کاهش افکار منفی می‌شود، که در مورد افراد با آسیب جسمی- حرکتی ارزشمند است. | ||
| کلیدواژه‌ها | ||
| آسیب جسمی- حرکتی؛ افکار منفی؛ تفکر منطقی- تجربی؛ ذهن‌آگاهی؛ مهارت‌های زندگی | ||
| عنوان مقاله [English] | ||
| Comparing the Effects of Life Skills Training with and without Mindfulness Training on the Rational-Experiential Thinking and Negative Thoughts among Youth with Motor-Physical Injuries | ||
| نویسندگان [English] | ||
| simasadat safavipour naeini1؛ Rasol Roshan Chesli2؛ Shahab Moradi3؛ Abolfazl Karami4 | ||
| 1Ph.D. Student of Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran | ||
| 2Full Professor, Department of Psychology, Shahed University, Tehran, Iran | ||
| 3Assistant Professor, Department of Psychology, Semnan Branch, Islamic Azad Univwesity, Semnan, Iran. | ||
| 4Associate Professor, Department of Psychology and Educational Science Faculty, Allameh Tabatabaei, Tehran, Iran. | ||
| چکیده [English] | ||
| The purpose of this study was to compare the effects of Life Skills Training with and without Mindfulness Training on Rational-Experiential Thinking, and Negative Thoughts among youth with motor physical injuries. The research was experimental, with a pre-test, post-test, and follow-up design. The statistical population included male students with motor-physical injury from secondary exceptional high schools in Tehran. Due to the small size of the statistical population, the research sample included all individuals in this population during the 2021-2022 academic year. Using purposive sampling, 45 subjects randomly assigned to two experimental groups and one control group. Group one received life skills training and group two, received life skills training combined with mindfulness training. The control group did not receive any training. All three groups responded to the Rational-Experiential Inventory (Epstein & Pacini, 1999), Automatic Thoughts Questionnaire (Hollon & Kendall, 1980), before and after the training courses and a month after the end of them. Data analysis conducted using One-way variance, repeated measurement variance analysis and multivariate covariance analysis methods. The comparison of the groups showed that both interventions had similar effects on the participants' rational ability, rational engagement, and experiential ability and negative thoughts. It can said that both educational interventions lead to the strengthening rational and experimental thinking systems and reduction negative thoughts, which is valuable for youth with motor-physical injuries | ||
| کلیدواژه‌ها [English] | ||
| Life Skills, Mindfulness, Motor-Physical Injury, Rational- Experiential Thinking, Negative Thoughts | ||
| مراجع | ||
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