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
1405
4
1
gregorian
2026
7
1
25
4
online
1
fulltext
fa
اثربخشی آموزش گروهی درمان راه‌حل‌محور بر اضطراب و عملکرد تحصیلی در دانش‌آموزان دختر مضطرب: یک مطالعه نیمه‌تجربی
The Effectiveness of Solution-Focused Therapy Group Training on Anxiety and Academic Performance in Anxious Female Students: A Quasi-Experimental Study
روانپزشكي
Psychiatry
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">زمینه و هدف:</span></span></span></b> <span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">اضطراب یکی از شایع‌ترین مشکلات هیجانی دوران کودکی است که می‌تواند به افت عملکرد تحصیلی و اختلال در کارکرد هیجانی منجر شود. درمان راه‌حل‌محور از مداخلات کوتاه‌مدت مؤثر در بهبود توان‌مندی‌های شناختی و هیجانی است. بر این اساس، پژوهش حاضر با هدف تعیین اثربخشی آموزش گروهی درمان راه‌حل‌محور بر اضطراب و عملکرد تحصیلی دانش‌آموزان دختر مضطرب پایه پنجم ابتدایی 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 new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">مواد و روش‌ها:</span></span></span></b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> این پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون همراه با گروه کنترل اجرا شد. جامعه آماری شامل دانش‌آموزان دختر پایه پنجم ابتدایی شهر قم در سال تحصیلی 1404-1403 بود که 30 نفر از آنان به روش نمونه‌گیری در دسترس انتخاب و پس از مصاحبه تشخیصی </span></span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و اخذ رضایت‌نامه والدین، به‌صورت تصادفی در گروه آزمایش و یا کنترل (هر گروه 15 نفر) قرار گرفتند. گروه آزمایش طی 6 تا 8 جلسه 90 تا 180 دقیقه‌ای آموزش گروهی درمان راه‌حل‌محور دریافت کرد و گروه کنترل مداخله‌ای دریافت نکرد. ابزارهای پژوهش شامل مقیاس چندبعدی اضطراب کودکان </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">March</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و همکاران (1997) و پرسش­نامه عملکرد تحصیلی </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Pham</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> و </span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">Taylor</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> (1999) بود. داده‌ها با آنالیز کوواریانس چندمتغیره تجزیه­</span></span></span> <span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">و­</span></span></span> <span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">تحلیل 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 new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">یافته‌ها:</span></span></span></b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> نتایج نشان داد آموزش گروهی درمان راه‌حل‌محور موجب کاهش معنی‌دار اضطراب (40/20=</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">F</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 001/0></span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 44/0=</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">η²</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) و بهبود عملکرد تحصیلی (22/6=</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">F</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 019/0=</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">P</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">، 19/0=</span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:120%">η²</span></span><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">) در گروه آزمایش 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 new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b><span lang="FA" style="font-size:11.5pt"><span style="line-height:120%"><span b="" nazanin="" style="font-family:"> مطالعه حاضر نشان داد که آموزش گروهی درمان راه‌حل‌محور می‌تواند به‌عنوان یک مداخله کارآمد برای کاهش اضطراب و ارتقاء عملکرد تحصیلی دانش‌آموزان مضطرب مورد استفاده قرار گیرد. پیشنهاد می‌شود، این مداخله در محیط‌های آموزشی و کلینیکی برای پیشگیری و کاهش مشکلات هیجانی کودکان به‌کار گرفته شود.</span></span></span></span></span></span></span></span><br>
<b><span dir="RTL" lang="FA" style="font-size:11.5pt"><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:11.5pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> اضطراب، دانش‌آموزان دختر،</span></span></span><b> </b><span dir="RTL" lang="FA" style="font-size:11.5pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">درمان راه‌حل‌محور، عملکرد تحصیلی</span></span></span>
<span style="font-size:10pt"><span style="line-height:140%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:140%">Background and Objectives:</span></span></b></a> <span style="font-size:9.0pt"><span style="line-height:140%">Anxiety is a common childhood emotional problem causing decreased academic performance and mental health issues. Solution-focused therapy (SFT) is an effective short-term intervention for improving children’s cognitive and emotional abilities. This study aimed to determine the effectiveness of SFT group training on the anxiety and academic performance of anxious female fifth-grade students.</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Materials and Methods:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> This quasi-experimental study utilized a pretest-posttest control group design. The population included female fifth-grade students in Qom (2024-2025 academic year). Thirty students were selected using convenience sampling. Following diagnostic interviews and parental consent, they were randomly assigned to the experimental or control group (15 participants per group). The experimental group attended 6 to 8 sixty-minute SFT group sessions, while the control group received no intervention. Instruments included the Multidimensional Anxiety Scale for Children (March et al., 1997) and the Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using multivariate analysis of covariance (MANCOVA).</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Results:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Solution-focused therapy group training significantly reduced anxiety (F=20.40, P<0.001, η²=0.44) and improved academic performance (F=6.22, P=0.019, η²=0.19) in the experimental group compared to the control group.</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Conclusion:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> The results of this study indicate that solution-focused therapy group training can be used as an effective intervention to reduce anxiety and enhance the academic performance of anxious students. It is recommended that this intervention should be applied in educational and clinical settings to prevent and reduce children’s emotional problems.</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Keywords:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Anxiety, Female students, Solution-focused therapy, Academic performance</span></span></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 new="" roman="" style="font-family:" times=""><span style="font-size:9.0pt"><span style="line-height:140%"></span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> This study did not receive any funds.</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> None declared.</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Ethical Considerations (Code of Ethics):</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> The Ethics Committee of Islamic Azad University, Kashan branch, approved the study (IR.KAUMS.REC.1404.015).</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">Authors’ contributions</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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Conceptualization:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Seyedeh Roghayeh Mousavi, Fatemeh Malekshahi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Methodology:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Seyedeh Roghayeh Mousavi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Data collection:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Seyedeh Roghayeh Mousavi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Formal analysis:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Seyedeh Roghayeh Mousavi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Supervision:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Fatemeh Malekshahi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Project administration:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Fatemeh Malekshahi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Writing – original draft:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Seyedeh Roghayeh Mousavi</span></span></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 new="" roman="" style="font-family:" times=""><b><span style="font-size:9.0pt"><span style="line-height:140%">- Writing – review & editing:</span></span></b><span style="font-size:9.0pt"><span style="line-height:140%"> Fatemeh Malekshahi</span></span><span style="font-size:9.0pt"><span style="line-height:140%"></span></span></span></span></span></span></span><br>
اضطراب, دانش‌آموزان دختر, درمان راه‌حل‌محور, عملکرد تحصیلی
Anxiety, Female students, Solution-focused therapy, Academic performance
345
360
http://journal.rums.ac.ir/browse.php?a_code=A-10-7282-1&slc_lang=fa&sid=1
Roghayeh
Mousavi
رقیه
موسوی
sadatmosavi0823@gmail.com