نشریه روانشناسی نوین

نشریه روانشناسی نوین

تأثیر درمان شناختی- رفتاری بر اضطراب تحصیلی کودکان با اختلالات یادگیری

نوع مقاله : مقاله پژوهشی

نویسنده
دکترا، بخش توانبخشی، ماساژ و سلامت جسمانی، دانشگاه دولتی ورزش، مسکو، روسیه
چکیده
هدف: درمان شناختی-رفتاری به طور موثر به بیماران کمک می کند تا بر طیف گسترده ای از رفتارهای ناسازگار مانند اضطراب غلبه کنند. هدف پژوهش حاضر مطالعه بیشتر این موضوع با بررسی تأثیر یک درمان شناختی- رفتاری بر اضطراب تحصیلی کودکان با اختلالات یادگیری بود.

روش: طرح پژوهش نیمه آزمایشی از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری شامل 32 کودک (9 تا 13 سال) با اضطراب تحصیلی (خفیف، متوسط و شدید) بود که به روش نمونه گیری در دسترس انتخاب و به تصادف در دو گروه آزمایش و کنترل جایگزین شدند. برای سنجش اضطراب تحصیلی از مقیاس اضطراب مدرسه استفاده شد. برنامه رفتار درمانی شناختی به مدت 12 جلسه، هفته‌ای 3 جلسه 45 دقیقه ای برای گروه آزمایش اجرا شد. پس از مداخله، تمامی شرکت‌کنندگان در پس آزمون شرکت کردند. برای تجزیه و تحلیل داده‌ها از آزمون t زوجی، t مستقل و تحلیل کوواریانس استفاده شد.

نتایج: میانگین اضطراب تحصیلی قبل از مداخله در گروه آزمایش 18/2±94/23 و 64/3±87/22 بود و آزمون t مستقل تفاوت معنی‌داری را نشان نداد (39/0=P). میانگین گروه‌ها نشان می دهد که نمرات اضطراب تحصیلی گروه آزمایش نسبت به نمرات پیش آزمون کاهش یافته است (001/0 P< 58/16 t=). در نهایت، نتایج تحلیل کوواریانس نشان داد که درمان شناختی- رفتاری منجر به کاهش اضطراب تحصیلی شده است (001/0>P).

نتیجه گیری: بازسازی افکار و باورهای کودکان به آنها کمک می کند تا افکار اشتباه خود را در مورد امتحان شناسایی کرده و به تدریج باورها و افکار صحیح را جایگزین آن کنند.
کلیدواژه‌ها

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