اثربخشی آموزش مبتنی بر ذهن‌آگاهی بر ناگویی خلقی، اضطراب امتحان و سازگاری با دانشگاه در دانشجویان

نویسندگان

    خاطره قربانپور ده‌سرخ * کارشناسی ارشد، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد بین‌المللی کیش، کیش، ایران (نویسنده مسئول) khatereghorbanpoor@gmail.com

کلمات کلیدی:

آموزش مبتنی بر ذهن‌آگاهی, ناگویی خلقی, اضطراب امتحان, سازگاری با دانشگاه, دانشجویان

چکیده

زمینه و هدف: دوران دانشجویی همواره با چالش‌های مختلفی از جمله افزایش ناگویی خلقی و اضطراب امتحان و کاهش سازگاری با دانشگاه همواره است. در نتیجه، هدف پژوهش حاضر تعیین اثربخشی آموزش مبتنی بر ذهن‌آگاهی بر ناگویی خلقی، اضطراب امتحان و سازگاری با دانشگاه در دانشجویان بود.

روش و مواد: این پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه کنترل بود. جامعه این پژوهش دانشجویان دختر دانشگاه پیام نور واحد تهران جنوب در سال تحصیلی 1403-1402 بودند. نمونه این مطالعه تعداد 30 دانشجو بودند که با روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی با کمک قرعه‌کشی در دو گروه مساوی گمارده شدند. گروه آزمایش 8 جلسه 120 دقیقه‌ای با پروتکل آموزش مبتنی بر ذهن‌آگاهی بائر و همکاران (2006) قرار گرفت و گروه کنترل آموزشی ندید. داده‌های پژوهش حاضر با مقیاس ناگویی خلقی تورنتو (بگبی و همکاران، 1994)، پرسشنامه اضطراب امتحان (ساراسون، 1957) و پرسشنامه سازگاری با دانشگاه (بکر و سیریک، 1984) گردآوری و با روش تحلیل کوواریانس چندمتغیری در نرم‌افزار SPSS-23 تحلیل شدند.

یافته‌ها: یافته‌های این مطالعه نشان که بین گروه‌ها از نظر هر سه متغیر ناگویی خلقی، اضطراب امتحان و سازگاری با دانشگاه تفاوت معناداری وجود داشت. به عبارت دیگر، آموزش مبتنی بر ذهن‌آگاهی باعث کاهش ناگویی خلقی و اضطراب امتحان و افزایش سازگاری با دانشگاه در دانشجویان شد (001/0P<).

نتیجه‌گیری: با توجه به نتایج پژوهش حاضر، مشاوران و روانشناسان دانشگاه می‌توانند از روش آموزش مبتنی بر ذهن‌آگاهی برای کاهش ناگویی خلقی و اضطراب و امتحان و افزایش سازگاری با دانشگاه در دانشجویان استفاده کنند.

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اثربخشی آموزش مبتنی بر ذهن‌آگاهی بر ناگویی خلقی، اضطراب امتحان و سازگاری با دانشگاه در دانشجویان. (1404). پویایی روانشناختی در اختلال های خلقی، 159-171. https://maherpub.com/pdmd/article/view/324

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