fa اثربخشی درمان مبتنی بر تعهد و پذیرش بر اهمال‌کاری تحصیلی و ناسازگاری رفتاری دانش‌آموزان پسر دارای اضطراب امتحان: یک مطالعه نیمه‌آزمایشی روانپزشكي روانپزشكي پژوهشي Research <span style="font-size:10pt"><span style="line-height:112%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">زمینه و هدف: </span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">ناسازگاری رفتاری دانش&shy;آموزان، در حال حاضر یکی از دغدغه&shy;های نظام آموزشی می&shy;باشد. پژوهش حاضر با هدف تعیین اثربخشی درمان مبتنی بر تعهد و پذیرش بر اهمال&shy;کاری تحصیلی و ناسازگاری &shy;رفتاری دانش&shy;آموزان دارای اضطراب&shy; امتحان انجام شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:112%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">مواد&shy; و &shy;روش‌ها:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">پژوهش حاضر یک مطالعه</span></span></span>&shy;<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> نیمه&shy;آزمایشی با طرح پیش&shy;آزمون-پس&shy;آزمون با گروه کنترل بود. جامعه آماری پژوهش را کلیه دانش&shy;آموزان پسر پایه هفتم ناحیه 2 کرمان در سال تحصیلی 99-1398 تشکیل دادند. 30 نفر از</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">دانش&shy;آموزان به&shy;عنوان نمونه پژوهش انتخاب و به&shy;صورت تصادفی در دو گروه&shy; آزمایش و گروه کنترل جایگزین شدند (هر گروه 15 نفر). ابتدا پرسش&shy;نامه سازگاری رفتاری </span></span></span>Sinha<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> و </span></span></span>Sing<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> و پرسش&shy;نامه اهمال‌کاری تحصیلی </span></span></span>Solomon<span style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> و </span></span></span>Rothblum<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> به عنوان پیش&shy;آزمون در دو گروه اجرا شد. سپس درمان مبتنی بر پذیرش و تعهد به مدت 2 ماه در گروه آزمایش اجرا شد. گروه کنترل هیچ&shy;گونه درمانی دریافت نکردند. داده&shy;ها با استفاده از مانکووا تحلیل شدند.</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:112%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">یافته‌ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:"> میانگین (انحراف</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">&shy;معیار) اهمال&shy;کاری تحصیلی در گروه آزمایش 39/77 (74/5) و گروه کنترل 79/76 (66/5)، در مرحله پیش&shy;آزمون و در گروه آزمایش 82/54 (12/5) و گروه کنترل 25/74 (94/6)، در مرحله پس&shy;آزمون (001/0></span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">) به</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">دست آمد. هم&shy;چنین ناسازگاری رفتاری در گروه آزمایش 15/48 (04/7) و گروه کنترل 12/49 (37/6)، در مرحله پیش&shy;آزمون و در گروه آزمایش 87/35 (12/5) و گروه کنترل 29/48 (61/6)، در مرحله پس&shy;آزمون به&shy;دست آمد (001/0></span></span></span>P<span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">).</span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="line-height:112%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:112%"><span b="" nazanin="" style="font-family:">با توجه به اثربخشی درمان مبتنی بر تعهد و پذیرش، پیشنهاد می&shy;شود در جهت بهبود و کاهش اهمال&shy;کاری تحصیلی و ناسازگاری &shy;رفتاری دانش&shy;آموزان دارای اضطراب&shy; امتحان استفاده گردد.</span></span></span></span></span></span></span></span><br> <b><span dir="RTL" lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">واژه‌های کلیدی:</span></span></span></b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> اضطراب &shy;امتحان، اهمال&shy;کاری تحصیلی، دانش&shy;آموزان، درمان مبتنی بر پذیرش و تعهد، ناسازگاری رفتاری</span></span></span> <div dir="RTL"><div style="direction: ltr;"></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Background and Objectives:</span></b><span new="" roman="" style="font-family: " times=""> </span><span lang="EN" new="" roman="" style="font-family: " times="">Behavioral incompatibility of students is currently one of the concerns of the educational system. The aim of this study was to determine the effectiveness of commitment-based treatment and acceptance on academic procrastination and behavioral maladaptation of students with test anxiety.</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Materials and Methods:</span></b><span new="" roman="" style="font-family: " times=""> </span><span lang="EN" new="" roman="" style="font-family: " times="">The present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the study consisted of all seventh-grade male students in the District 2 of Kerman in the academic</span><span new="" roman="" style="font-family: " times=""> </span><span new="" roman="" style="font-family: " times="">year 2019</span><span lang="EN" new="" roman="" style="font-family: " times="">. Thirty students were selected as the research sample and randomly assigned to the experimental and control groups (15 in each group). First, Sinha and Singh&rsquo;s Behavioral Adjustment Questionnaire and Solomon and Rothblum&rsquo;s Academic Procrastination Questionnaire were administered as a pretest in both groups. Then, the treatment based on acceptance and commitment was performed in the experimental group for 2 months. The control group did not receive any treatment. Data were analyzed using MANCOVA.</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Results:</span></b><span new="" roman="" style="font-family: " times=""> </span><span lang="EN" new="" roman="" style="font-family: " times="">The mean (standard deviation) of academic procrastination in the pre-test stage was 77.39 (5.74) in the experimental group and 76.79 (5.66) in the control group, and in the post-test stage it was 54.82 (5.12) in the experimental group and 74.25 (6.94) in the control group (p<0.001). Also the mean (standard deviation) of behavioral incompatibility in the pre-test stage was </span><span lang="EN" new="" roman="" style="font-family: " times="">48.15 (7.04)</span><span lang="EN" new="" roman="" style="font-family: " times=""> in the experimental group and </span><span lang="EN" new="" roman="" style="font-family: " times="">49.12 (6.37)</span><span lang="EN" new="" roman="" style="font-family: " times=""> in the control group, and in the post-test stage it was 35.87 (5.12) in the experimental group and 48.29 (6.61) in the control group (p<0.001).</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Conclusion:</span></b><span new="" roman="" style="font-family: " times=""> </span><span lang="EN" new="" roman="" style="font-family: " times="">Considering the effectiveness of commitment and acceptance therapy, it is recommended to be used to improve and reduce academic procrastination and behavioral maladaptation of students with test anxiety.</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Key words:</span></b><b new="" roman="" style="font-family: " times=""> </b><span lang="EN" new="" roman="" style="font-family: " times="">Test anxiety, Academic procrastination, Students, Acceptance and commitment therapy, Behavioral incompatibility.</span></span></div> <div style="direction: ltr;"></div> <div style="direction: ltr;"><span style="font-size: 10pt; line-height: 145%;"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Funding: </span></b><span new="" roman="" style="font-family: " times="">This study did not have any funds.</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Conflict of interest:</span></b><span new="" roman="" style="font-family: " times=""> None declared.</span></span></div> <div style="direction: ltr;"><span style="font-size:10pt"><b new="" roman="" style="font-family: " times=""><span style="line-height:145%">Ethical approval: </span></b><span new="" roman="" style="font-family: " times="">The Ethics Committee of Azad University of Zahedan approved the study (IR.IAU.ZAHEDAN.1398.025).</span></span></div> <div style="direction: ltr;"></div> <div style="direction: ltr;"><span style="font-size: 10pt; line-height: 150%;"><b new="" roman="" style="font-family: " times=""><span style="line-height:150%">How to cite this article: </span></b><span new="" roman="" style="font-family: " times="">Afsaneh </span><span lang="EN" new="" roman="" style="font-family: " times=""><span style="line-height:150%">Zarkouipour, GholamReza Sanagoy Mohrar, Mahmoud Shirazi</span></span><span new="" roman="" style="font-family: " times=""><span style="line-height:150%">. </span></span><span new="" roman="" style="font-family: " times=""><span style="line-height:150%">Effectiveness of Commitment and Acceptance Therapy on Academic Procrastination and Behavioral Maladaptation of Male Students with Test Anxiety: A Quasi-Experimental Study. <i>J Rafsanjan</i></span></span><span new="" roman="" style="font-family: " times=""><span style="line-height:150%"> <i>Univ Med Sci</i> 2022; 21 (1): 3-16. [Farsi]</span></span></span></div> <div style="direction: ltr;"></div></div> اضطراب ­امتحان, اهمال­کاری تحصیلی, دانش­آموزان, درمان مبتنی بر پذیرش و تعهد, ناسازگاری رفتاری Test anxiety, Academic procrastination, Students, Acceptance and commitment therapy, Behavioral incompatibility 3 16 http://journal.rums.ac.ir/browse.php?a_code=A-10-5523-1&slc_lang=fa&sid=1 ََAfsaneh Zarkouipour افسانه زارکوئی پور zarepoor@gmail.com 6900319475328460049396 0000000203547852 No دانشگاه آزاد اسلامی واحد زاهدان GholamReza Sanagoy Mohrar غلامرضا ثناگوی محرر sanagoy_moharrer@yahoo.com 6900319475328460049397 6900319475328460049397 Yes دانشگاه سیستان و بلوچستان Mahmoud Shirazi محمود شیرازی shirazi.m@gmail.com 6900319475328460049398 00000002124065543 No دانشگاه سیستان و بلوچستان