نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روان شناسی، واحد قاینات، دانشگاه آزاد اسلامی، ،قاینات، ایران

2 استادیار گروه روان شناسی، واحد قاینات، دانشگاه آزاد اسلامی، ،قاینات، ایران

3 دانشیار گروه روان شناسی مشاوره و تربیتی، دانشگاه فردوسی مشهد

چکیده

هدف: هدف از پژوهش حاضر، بررسی اثر‌بخشی مبتنی بر روان‌شناسی مثبت‌گرا و به طور ویژه آموزش شکوفایی بر اضطراب و افسردگی و تاب‌آوری دانش‌آموزان مدارس تیزهوشان است.
روش‌: به منظور نیل به هدف پژوهش و تعیین اثر‌بخشی از طرح پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد. نمونه شامل 50 نفر از دانش آموزان دختر دبیرستان فرزانگان تربت‌حیدریه بود. ابتدا از جامعه‌ی آماری (کلیه‌ی دانش آموزان دبیرستان مذکور)، مقیاس افسردگی، اضطراب و استرس و پرسشنامه تاب‌آوری به عمل آمد. تعداد 50 نفر که بیشترین نمره را در مقیاس اول و کمترین نمره را در مقیاس دوم کسب کرده بودند، انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. برای گروه آزمایش، آموزش شکوفایی در 14 جلسه 60 دقیقه‌ای (هفته‌ای دو جلسه) اجرا شد، اما گروه کنترل ابتدا هیچ نوع درمانی دریافت نکرد و در پایان پژوهش، آموزش جهت گروه کنترل نیز اجرا شد. داده‌ها با استفاده از نرم‌افزار SPSS-26 و از طریق آزمون تحلیل کوواریانس مورد تجزیه‌وتحلیل قرار گرفت.
یافته‌ها: نتایج آزمون کوواریانس نشان داد که با توجه به معنی‌دار شدن مقدار F فرضیه‌ی پژوهش مبنی بر اثربخشی پروتکل آموزشی مبتنی بر شکوفایی بر متغیر اضطراب، افسردگی و تاب‌آوری در سطح اطمینان 99 درصد تأیید می‌شود. آموزش شکوفایی موجب کاهش اضطراب و افسردگی و افزایش تاب‌آوری دانش‌آموزان گروه آزمایش، در مقایسه با گروه کنترل‌شده است.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Flourishing Education on Depression, Anxiety, and Resilience of Gifted School Students

نویسندگان [English]

  • Fatemeh Abbasian 1
  • Majid Pakdaman 2
  • Hosein Kareshki 3

1 PhD Student, Department of Psychology, Islamic Azad University of Ghaenat, Iran

2 Assistant Professor of Department of Psychology, Qaenat Branch, Islamic AzadUniversity, Qaenat, Iran.

3 Associate Professor, Ferdowsi University of Mashhad

چکیده [English]

Purpose: The aim of this study was to investigate the effectiveness of positive psychology in general, and the flourishing education on anxiety, depression, and resilience of gifted school students in particular.
Method: In order to achieve the research purpose and to determine the effectiveness, a pre-test-post-test design was used with the control group. The statistical sample of this study included 50 female students of Farzanegan High School in Torbat Heydariyeh. The Depression-Anxiety-Stress Scale and Connor-Davidson Resilience Scale were first administered to the statistical population, which included all high school students. The 50 students with the highest score on DASS and the lowest score on the resilience scale were selected as the participants of the study and randomly divided into experimental and control groups. For the experimental group, flourishing education was performed in 14 sessions of 60 minutes (two sessions per week). But the control group did not receive any treatment at first and at the end of the research, treatment was conducted for the control group. Data were analyzed using SPSS-26 through covariance analysis.
Findings: The results of the covariance analysis showed that due to the significant F value, the research hypothesis was confirmed at the confidence level of 99% based on the efficacy of flourishing education protocol on anxiety, depression, and resilience variables. Flourishing education reduces anxiety and depression and increases the resilience of students in the experimental group, compared to the control group.

کلیدواژه‌ها [English]

  • Positive Psychology
  • Flourishing Education
  • Depression
  • Anxiety
  • Resilience
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