Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1402
11
1
gregorian
2024
2
1
22
12
online
1
fulltext
fa
اثربخشی رواندرمانی مثبتنگر بر امیدواری و کیفیت زندگی تحصیلی دانشآموزان آهستهگام:
یک مطالعه نیمهتجربی
The Effectiveness of Positive Psychotherapy on Hope and Quality of Academic Life of Slow-Paced Students: A Quasi-Experimental Study
روانپزشكي
روانپزشكي
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><a name="_Hlk113374001"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">زمینه و هدف: </span></span></span></b></a><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">اختلال آهسته گامی سبب کاهش میزان امید دانشآموزان به زندگی و کیفیت زندگی تحصیلی میشود. یکی از مداخلاتی که سبب بهبود بهداشت روانی در افراد از</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">جمله دانشآموزان میشود، رواندرمانی مثبتنگر است. بنابراین، مطالعه حاضر با هدف تعیین اثربخشی روان­درمانی مثبتنگر بر امیدواری و کیفیت زندگی تحصیلی دانشآموزان آهستهگام انجام شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مواد و روش ­ها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> پژوهش حاضر نیمه­آزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانشآموزان </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">آهستهگام شهرستان زاهدان در سال تحصیلی 1401-1400 به تعداد 69 نفر تشکیل داد.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> تعداد اعضای نمونه در این پژوهش 40 نفر از دانشآموزانی که حاضر به همکاری بودند و ملاک­های ورود به پژوهش را داشتند، تشکیل دادند که به شیوه نمونه­گیری در دسترس انتخاب و بهطور تصادفی به گروه آزمایش (20 نفر) و کنترل (20 نفر) منتسب شدند. گروه آزمایش به مدت 10 جلسه مداخله درمانی مثبت­اندیشی را دریافت نمودند و گروه کنترل در این مدت هیچ­گونه مداخله­ای دریافت نکردند. ابزار پژوهش حاضر، پرسشنامههای کیفیت زندگی در مدرسه </span></span></span>Williams<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> و </span></span></span>Batten<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> (1981) و مقیاس امید </span></span></span>Miller<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> (1988) بودند. از آنالیز کوواریانس چندمتغیره</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> جهت تجزیه­ و تحلیل داده­ها استفاده شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">یافته­ ها:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> یافته­ها حاکی از این است که روان­درمانی مثبت­نگر بر امیدواری (55/92=</span></span></span>F<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">) و تمامی شاخصه­های کیفیت زندگی تحصیلی دانشآموزان آهستهگام مؤثر بود (001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">).</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> به­عبارتی دیگر، روان­درمانی مثبتنگر سبب افزایش امیدواری و کیفیت زندگی تحصیلی دانشآموزان آهستهگام شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">نتیجهگیری:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> نتایج پژوهش حاضر نشان داد رواندرمانی مثبت­نگر بر امیدواری و کیفیت زندگی تحصیلی دانشآموزان آهستهگام مؤثر است. بنابراین، استفاده از این روش درمانی در رشد امید و کیفیت زندگی تحصیلی دانشآموزان آهستهگام پیشنهاد میشود.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">واژههای کلیدی:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:"B Nazanin"">رواندرمانی مثبتنگر، امیدواری، کیفیت زندگی تحصیلی، دانشآموزان آهستهگام</span></span><span lang="AR-SA" style="font-size:1.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><a name="_Hlk114425361"><b><span style="line-height:150%">Background and Objectives:</span></b></a><span style="line-height:150%"> Slow-paced disorder causes a decrease in students’ hope for life and the quality of academic life. Positive psychotherapy is one of the interventions that improves mental health in people, including students. Therefore, the present study was conducted with the aim of determining the effectiveness of positive psychotherapy on the hope and quality of academic life of slow-paced students.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Materials and Methods:</span></b><span style="line-height:150%"> The research method was quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this research was all the slow-paced students of Zahedan City in the academic year 2022-2023 (69 people). The sample members consisted of 40 students who were willing to cooperate and met the inclusion criteria, who were selected by convenience sampling method and randomly assigned into experimental (n=20) and control (n=20) groups. The experimental group received positive psychotherapy intervention for 10 sessions and the control group did not receive any intervention. The research tools were <a name="_Hlk150361511">Williams and Batten’</a>s Quality of School Life Questionnaire (1981) and Miller’s Hope Scale (1988). Multivariate analysis of covariance was used for data analysis.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Results:</span></b><span style="line-height:150%"> The findings indicated that positive psychotherapy is effective on hope (F=92.55) and on all scales of the quality of academic life of slow-paced students (p<0.001). In other words, positive psychotherapy slowly increased the hope and quality of academic life of the students.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Conclusion: </span></b><span style="line-height:150%">The results showed that positive psychotherapy is effective on the hope and quality of academic life of slow-paced students. Therefore, the use of this treatment method is recommended in the growth of hope and quality of academic life of slow-paced students.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Key words: </span></b><span style="line-height:150%">Positive psychotherapy, Hope, Quality of academic life, Slow-paced students</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Funding:</span></b><span style="line-height:150%"> This study did not have any funds.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Conflict of interest:</span></b><span style="line-height:150%"> None declared.</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:150%">Ethical approval:</span></b> <span style="line-height:150%">The Ethics Committee of Birjand University of Medical Sciences approved the study (IR.BUMS.REC.1400.420).</span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:4.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="line-height:140%">How to cite this article:</span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Haratirad Amin, Miri Minoo. The Effectiveness of Positive Psychotherapy on Hope and Quality of Academic Life of Slow-Paced Students: A Quasi-Experimental Study</span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:140%">. </span></span><i><span style="font-size:9.0pt"><span style="line-height:140%">J Rafsanjan</span></span></i><span style="font-size:9.0pt"><span style="line-height:140%"> <i>Univ Med Sci</i> 2024; 22 (12): 1279-96. [Farsi]</span></span> <b><span style="font-size:8.0pt"><span style="line-height:140%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"><span style="font-size:8.0pt"><span style="line-height:107%"></span></span></span></span></span><br>
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<span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span>
رواندرمانی مثبتنگر, امیدواری, کیفیت زندگی تحصیلی, دانشآموزان آهستهگام
Positive psychotherapy, Hope, Quality of academic life, Slow-paced students
1279
1296
http://journal.rums.ac.ir/browse.php?a_code=A-10-6570-1&slc_lang=fa&sid=1
Amin
HaratiRad
امین
هراتی راد
aminrad66.ar@gmail.com
6900319475328460056582
0009-0008-9307-3079
No
دانشگاه ازاد
Minoo
Miri
مینو
میری
m.miri@cfu.ac.ir
6900319475328460056583
6900319475328460056583
Yes
دانشگاه فرهنگیان