اثربخشی مداخله‌ی مبتنی بر شفقت بر خودانتقادی و افسردگی متقاضیان پشت‌کنکور

نویسندگان
مجتبی عاشوری
شهرام واحدی
رحیم بدری
یوسف ادیب
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران
چکیده
مقدمه

با توجه به اینکه ناکامی در آزمون­های سراسری پیامدهای روانی-هیجانی متعددی برای متقاضیان کنکور به همراه دارد، هدف تحقیق حاضر بررسی اثربخشی مداخله­ی مبتنی بر شفقت بر خودانتقادی و افسردگی متقاضیان پشت­کنکور بود.

مواد و روش‌­ها

پژوهش حاضر نیمه آزمایشی پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه آماری این تحقیق کلیه متقاضیان پشت­کنکور در سال 99 شرکت­کننده در کلاس­های آمادگی برای کنکور در شهر خدابنده بودند که از میان آن‌ها 40 نفر (20 نفر گروه مداخله و 20 نفر گروه گواه) با روش نمونه­گیری در دسترس انتخاب و به صورت تصادفی در دو گروه مداخله و گواه گمارده شدند. بعد از اجرای پیش­آزمون بر روی هر دو گروه، مداخله آزمایشی در طی 8 جلسه 90 دقیقه­ای به صورت یک جلسه در هر هفته به اجرا درآمد و پس از اتمام برنامه درمانی، پس­آزمون اجرا گردید. داده­های این تحقیق با استفاده از پرسشنامه خودانتقادی گیلبرت و همکاران (2004) و پرسشنامه افسردگی بک (1961) جمع آوری شدند. داده­ها با استفاده از آزمون تحلیل کوواریانس در نرم افزار SPSS نسخه 21 تحلیل شد.

یافته‌­ها

نتایج نشان داد که پس از مداخله مبتنی بر شفقت در میانگین نمرات خودانتقادی و افسردگی گروه­ مداخله نسبت به گروه شاهد تفاوت معناداری وجود دارد. به طوری که نمرات خودانتقادی و افسردگی گروه مداخله پس از مداخله مبتنی بر شفقت به صورت معناداری کاهش یافت (001/0P<).

نتیجه‌­گیری

با توجه به یافته­های تحقیق حاضر می­توان نتیجه گرفت که آموزش خودشفقتی به متقاضیان ناکام در کنکور می­تواند با کاهش خودانتقادی آن‌ها مانع بروز افسردگی در آنان شود.
کلیدواژه‌ها
شفقت درمانی
خودانتقادی
افسردگی
متقاضیان پشت‌کنکور

عنوان مقاله English

The effectiveness of compassion-based intervention on self-criticism and depressive in Remaining applicant from the entrance exam

نویسندگان English

Mojtaba Ashouri
Shahram Vahedi
Rahim Badri
Yousef Adib
Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
چکیده English

Introduction

Considering that failure in national exams has several psychological-emotional consequences for students, the present study aimed to investigate the effectiveness of the compassion-based intervention on self-criticism and depression in remaining applicants from the entrance exam.

Materials and Methods

The present study was a semi-experimental pre-test post-test with the control group. The statistical population of this study was all the students who remained from the entrance exam in 2019 year and participated in the preparatory classes for the entrance exam in Khodabandeh city, of which 40 people (which 20 for the intervention group and 20 for the control group) using Available sampling method was selected and randomly assigned to the intervention and control groups. After performing the pre-test on both groups, the experimental intervention was performed in 8 sessions of 90 minutes, one session per week, and after the treatment program, the post-test was performed. The data of this study were collected using the self-criticism questionnaire of Gilbert et al. (2004) and the Beck Depression Questionnaire (1961). The data of the present study were analyzed using analysis of covariance in SPSS 21.

Results

The results showed that after the compassion-based intervention, there was a significant difference in the mean scores of self-criticism and depression in the intervention group compared to the control group.

Conclusion

According to the findings of the present study, it can be concluded that self-taught education to students who failed in the entrance exam can prevent depressive in these students by reducing their self-criticism.

کلیدواژه‌ها English

compassion-based intervention
self-criticism
depressive
University Applicants
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