تاثیر برنامة «اکنون با تنیدگی مبارزه کن» بر ارزیابی‌های شناختی، راهبردهای نظم‌جویی شناختی هیجان، هیجان‌های پیشرفت و رضامندی تحصیلی ادراک شده

روانشناسی تحولی: روانشناسان ایرانی

مقاله 5، دوره 18، شماره 72، تیر 1401، صفحه 457-478   

نوع مقاله: علمی پژوهشی

نویسندگان

کاظم رجایی‌نیا؛ امید شکری^* ؛ حسین پورشهریار

استادیار دانشگاه شهید بهشتی

چکیده

ایـن پژوهـش بـا هـدف تعییـن اثربخشـی برنامـۀ «اکنـون بـا تنیدگـی مبـارزه کـن» بـر ارزیابـی فرایندهـای شـناختی، راهبردهـای سـازش‌یافته و سـازش‌نایافته مقابلـۀ شـناختی، هیجـان‌هـای پیشـرفت مثبـت و منفـی و رضامنـدی تحصیلـی در دانشـجویان انجـام شـد. در ایـن پژوهـش شـبه‌تجربی بـا طـرح پیش‌آزمـون ـ پسآزمـون بـا گـروه گـواه و همـراه بـا پیگیـری، ۵۰ دانشـجوی رشـتۀ روان‌شناسـی سـال اول در دو گـروه آزمایـش و گـواه قبـل و بعـد از آمـوزش بـه نسـخۀ تجدیدنظرشـدۀ مقیـاس ارزیابـی تنیدگـی (رویلـی، رویسـچ، جاریـکا و واگـن، ۲۰۰۵)، پرسشـنامۀ نظم‌جویـی شـناختی هیجـان (گارنفسـکی، کرایـج و اسـپیناون، ۲۰۰۱)، نسـخۀ کوتـاه پرسشـنامۀ هیجـان هـای پیشـرفت (عبدالله‌پـور، ۱۳۹۴) و مقیـاس چندبُعـدی رضامنـدی زندگـی در یادگیرنـدگان (هابنـر، ۱۹۹۴) پاسـخ دادنـد. از طریـق ۱۰ جلسـه و هـر جلسـه دو سـاعت، برنامـۀ آموزشـی «اکنـون بـا تنیدگـی مبـارزه کـن» بـه شـیوۀ گروهـی بـرای گـروه آزمایـش اجـرا شـد. نتایـج تحلیـل کواریانـس چندمتغیـری نشـان داد کـه در کوتاه‌مـدت و بلندمـدت برنامـۀ آموزشـی «اکنـون بـا تنیدگـی مبـارزه کـن» در افزایـش نمـرۀ ارزیابی‌هـای شـناختی سازشـی، راهبردهـای سـازش‌یافته مقابلـۀ شـناختی، هیجـان‌هـای پیشـرفت مثبـت و رضامنـدی تحصیلـی و در کاهـش نمـرۀ ارزیابـی شـناختی مبتنـی بـر تهدیـد، راهبردهـای سـازش‌نایافته مقابلـۀ شـناختی و هیجـان‌هـای پیشـرفت منفـی دانشـجویان مؤثـر بـود. در مجمـوع، نتایـج ایـن پژوهـش نشـان می‌دهـد کـه برنامـۀ آموزشـی «اکنـون بـا تنیدگـی مبـارزه کـن» از طریـق کاهـش تجـارب تنیدگـی‌ز‌ا، تحمل‌پذیـر کـردن و تعدیـل رخدادهـای منفـی، حفـظ خودپنداشـت مثبـت، حفـظ تعـادل هیجانـی و تـداوم روابـط رضایت‌بخـش بـا دیگـران، در تحقـق ایـدۀ ایمن‌سـازی و مصونیـت روانـی یادگیرنـدگان به‌طـور تجربـی مؤثـر واقـع می‌شـود.

کلیدواژه‌ها

رضامنـدی تحصیلـی؛ هیجـان هـای پیشـرفت؛ برنامـۀ اکنـون بـا تنیدگـی مبـارزه کـن؛ ارزیابی‌هـای شـناختی راهبردهـای نظم‌جویـی؛ شـناختی هیجـان

مراجع

Abdollahpour, M. A. (2014). Analyzing the structural equations of the social-cognitive model of achievement emotions: Testing alternative models. Ph.D thesis. Is- lamic Azad University, Science and Research Branch, Tehran. [In Persian].

Abdollahpour, M. A., Dortaj, F., & Ahadi, H. (2015).Psychometric Properties of the School Burnout Inven- tory (SBI) among Iranian Students. Quartely of Edu- cational Measurement, 6 (23), 100-120. [In Persian].

Bamber, M. D., & Schneider, J. K. (2016). Mindful- ness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1-32.

Bayran, N., & Bilgel, N. (2008). The prevalence and socio–demographic correlations of depression, anxiety and stress among a group of university students. So- cial Psychiatry and Psychiatric Epidemiology, 43(8), .672–667

Brunwasser, S. M., Gillham, J. E., & Kim, E. S. (2009). A meta-analytic review of the Penn Resiliency Program’s ef- fect on depressive symptoms. Journal of Consulting and Clinical Psychology, 77(6), 1042–1054.

Byrd, D., & McKinney, K. (2012). Individual, interper- sonal, and institutional level factors associated with the mental health of college students. Journal of American College Health, 60(3), 185–193.

Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Ef- fects of the Self-Regulation Empowerment Program (SREP) on middle school students’ strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28–42.

Cleary, M., Visentin, D., West, S., Lopez, V., & Kornhaber, R. (2018). Promoting emotional intelligence and resil- ience in undergraduate nursing students: An integra- tive review. Nurse Education Today, 68, 112-120.

Cutuli, J. J., Chaplin, T. M., Gillham, J. E., Reivich, K. J., & Seligman, M. R. (2006). Preventing co-occur- ring depression symptoms in adolescents with conduct problems. The Penn Resilience Program. Annual New York Academy of Sciences, 1094, 282–286.

d’Acremonta, M., & Van der Linden, M. (2007). How is impulsivity related to depression in adolescence? Evidence from a French validation of the cognitive emotion regulation questionnaire. Journal of Adoles- cence, 30, 271–282.

Dawood, R. (2014). Positive psychology and child mental health: A premature application in school- based psychological intervention? Social and Behav- ioral Sciences, 113, 44 – 53.

Dehghan-Nayeri, N., & Adib-Hajbaghery, M., (2011). Effects of progressive relaxation on anxiety and qual- ity of life in female students: a non-randomized con- trolled trial. Complementary Therapies in Medicine, .200–194 ,)4(19

Desai, M. (2010). A rights-based preventative approach for psychosocial well-being in childhood, children’s well-being. Indicators and Research 3, Springer Sci- ence+Business Media B.V.

Dew, T. & Huebner, E. S. (1994). Adolescents perceived quality of life: An exploratory investigation. Journal of School Psychology, 32, 185-199.

Downs, M., & Eisenberg, D. (2012). Help seeking and treatment use among suicidal college students. Journal of American College Health, 60(2), 104–114.

Folkman, S., & Lazarus, R. S. (1985). If it changes itmust be a process: study of emotion and coping during three stages of a college examination. Journal of Per- sonality & Social Psychology, 48, 150–170.

Forgeard, M. J. C., & Seligman, M. E. P. (2012). Seeing the glass half full: A review of the causes and consequences of optimism. Pratiques Psychologiques, 18, 107–120.

Garlow, S., Rosenberg, J., Moore, D., Haas, A., Koest- ner, B., Hendin, H., & Nemeroff, C. (2008). Depres- sion, desperation, and suicidal ideation in college students: results from the American Foundation for Su- icide Prevention College Screening Project and Emory University. Depression and Anxiety, 25, 482–488.

Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire – development of a short 18- item version (CERQ-short). Personality and Individu- al Differences, 41, 1045–1053.

Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Neg- ative life events, cognitive emotion regulation, and emotional problems. Personality and Individual Dif- ferences, 30, 1311–1327.

Gashtasbi, Z., Shokri, O., Fathabadi, J., & Sharifi, M. (2017). The effect of attributional retraining program on achieve- ment emotions and academic engagement among uni- versity students. Quarterly Journal of Research in School and Virtual Learning, 4 (16), 23-38. [In Persian].

Habibi, M., Pooravari, M., Salehi, S., Ghamkhar Fard, Z., & Pooravari, M. (2015). Validity and reliability of the multidimensional student’s life satisfaction scale among Iranian girl students. Journal of Research & Health, 5 (1), 65-73.

Hamdan-Mansour, A., Puskar, K., & Bandak, A. (2009). Effectiveness of cognitive- behavioral thera- py on depressive symptomatology, stress and coping strategies among Jordanian university students. Issues in Mental Health Nursing, 30(3), 188–196.

Hatamizadeh, N., Adibsereshki, N., Kazemnejad, A., & Sajedi, F. (2020). Randomized trial of a resil- ience intervention on resilience, behavioral strengths and difficulties of mainstreamed adolescent students with hearing loss. International Journal of Pediatric Otorhinolaryngology, 128, 109-120.

Hirokawa, K., Yagi, A., & Miyata, Y. (2002). An exam- ination of the effects of stress management training for Japanese college students of social work. International journal of Stress Management, 9(2), 113-123. 

Hosseinabadi, M., & Shokri, O. (2016). Examining the gender-based equivalence of factorial structure of the Cognitive Emotion Regulation Questionnaire- Short Form. Journal of Developmental Psychology: Iranian Psychology, 12 (46), 199-211. [In Persian].

Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6, 149-158.

Illeris, K. (2002). The three dimensions of learning. Roskilde University.

Illeris, K. (2003). Towards a contemporary and com- prehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406.

Keyes, C., Eisenberg, D., Perry, G., Dube, S., Kroenke, K., & Dhingra, S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impair- ment in college students. Journal of American College Health, 60(2), 126–133.

Khanjani, M., Shahidi, S., Fathabadi, J., Mazaheri, M. A., & Shokri, O. (2014). Factor structure and psycho- metric properties of the Ryff’s Scale of Psychological Well-Being, short form (18-item) among male and female students. Journal of thought and Behavior in Clinical Psychology, 9 (32), 27-36. [In Persian].

Lazarus, R.S. (1999). Stress and emotion: A new syn- thesis. New York: Springer.

Lazarus, R.S. (2001). Toward better research on stress and coping. American Psychologist, 55, 665-673.

Lazarus, R.S. (2006). Stress and Emotion: A new syn- thesis. New York: Springer.

Lemerise, E. A., Fredstrom, B. K., Kelley, B. M., Bow- ersox, A. L., & Waford, R. N. (2006). Do provocateurs’ emotion displays influence children’s social goals and problem solving? Journal of Abnormal Child Psychol- ogy, 34, 555-567.

Lunau, K. (2012). Mental health crisis on campus: Ca- nadian students feel hopeless, depressed, and even su- icidal. Macleans.

Mansoori, E., Shokri, O., Pourshahriar, H., Pourete- mad, H. R., & Rahiminejad, P. (2014). Effectiveness

of Pennsylvania Resilience Program on university students’ attributional styles and psychological adjust- ment. Journal of Applied Psychology, 2(30), 85-105. [In Persian].

McIndoo, C. C., File, A. A., Preddy, T., Clark, C. G., & Hopko, D. R. (2016). Mindfulness-based therapy and behavioral activation: A randomized controlled trial with depressed college students. Behavior Research and Therapy,77,118-128.

Ong, A. D. O., Bergeman, C. S., Bisconti, T. L., & Wal- lace, K. A. W. (2006). Psychological resilience, pos- itive emotions, and successful adaptation to stress in later life. Journal of Personality and Social Psycholo- gy, 91(4), 730–749.

Pekrun, R., Goetz, T., Frenzel, A, C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students learning and performance: the Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36-48.

Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ), Users manual. Munich, Germany: Department of psychology, Uni- versity of Munich.

Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Develop- ment and validation of the test emotions questionnaire (TEQ). Anxiety, Stress & Coping, 17, 287–316.

Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsyl- vania resilience training program on medical students. Personality and Individual Differences, 61, 47-51.

Regehr, C., Glancy, D., & Pitts, A. (2013). Interven- tions to reduce stress in university students: A re- view and meta-analysis. Journal of Affective Disor- ders, 148(1), 1-11.

Rowley, A. A., Roesch, S. C., Jurica, B. J., & Vaughn, A. A. (2005). Developing and validating a stress ap- praisal measure for minority adolescents. Journal of Adolescence, 28, 547–557.

Sarmad, Z., Bazargan, A., & Hejazi, E. (2020). Research methods in behavioral sciences. Tehran: Agah Press. [In Persian].

Sattari, B., Pourshahriar, H., & Shokri, O. (2016).The effectiveness of intervention package of regulate achievement emotions on reduce students negative emotions. Journal of School Psychology, 4 (4), 76-93. [In Persian].

Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psy- chology and classroom interventions. Oxford Review of Education, 35(3), 293-311.

Shokri, O., Gashtasbi, Z., Sharifi, M., Fathabadi, J., & Rahiminejad, P. (2016). Effectiveness of the attribu- tional retraining program on cognitive emotion regu- lation strategies and academic resilience among uni- versity students. Positive Psychology Research, 2 (6), 51-66. [In Persian].

Shokri, O., & Pourshahriar, H. (2019). The effective- ness of the enrichment of interpersonal relationship skills program on causal attributions, interpersonal conflict solution strategies, cognitive coping skills and perceived positive ralations with others. Developmen- tal Psychology: Iranian Psychologists, 15 (59), 287- 308. [In Persian].

Shokri, O., Shahidi, S., Mazaheri, M. A., Fathabadi, J., Rahiminejad, P., & Khanjani, M. (2014). Evaluating the effectiveness of an immunization intervention program for undergraduate against negative emotional ex- periences based on the Pennsylvania preventive mod- el. Journal of Educational Measurement & Evaluation Studies, 4 (7), 165-190. [In Persian].

Shokri, O., Tamizi, N., Abdollahpour, M. A., & Khodami, M. M. (2016). Psychometric Analysis of the Stress Appraisal Measure-Revised Among University Students. Advances in Cognitive Science, 18 (2), 1-11. [In Persian].

Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445-453.

Taylor, S. E. (2008). Health Psychology (7th Ed.). New York:McGraw-HillCompanies,Inc.

Ungar, M., Russell, P., & Connelly, G. (2014). School- based interventions to enhance the resilience of stu- dents. Journal of Educational and Developmental Psychology, 4(1), 66-83.

Wormack, L., Brechtel, L., Ubah, C., Frazier, A., Jack- son, C. G., & Nathaniel, T. I. (2019). A student-cen- tered intervention program to educate and retain knowledge in stroke education and healthy habits. Preventive Medicine Reports, 14, 100-118.