اثربخشی آموزش مهارت‌های ذهن‌آگاهی بر کارکردهای عصب‌شناختی در دانش‌آموزان بیش‌فعال مقطع متوسطه اول شهر اردبیل

دانش و پژوهش در روان شناسی کاربردی

مقاله 4، دوره 23، شماره 3 - شماره پیاپی 89، آذر 1401، صفحه 38-47   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.1892926.2303

نویسندگان

احسان گلستانی^{* 1}؛ اکبر عطادخت²

¹دانشجوی دکتری روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

²استاد روا‌ن‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

این پژوهش با هدف بررسی اثربخشی آموزش مهارت­های ذهن­آگاهی بر کارکردهای عصب­شناختی در دانش­آموزان بیش­فعال انجام شد. روش این مطالعه از نوع آزمایشی بود و از طرح پیش آزمون-پس آزمون با گروه کنترل استفاده شد. جامعه آماری شامل کلیه دانش آموزان مقطع متوسطه اول شهر اردبیل در سال تحصیلی 1397-1398 بودند. در ابتدا با روش نمونه­گیری خوشه­ای از میان مناطق پنج­گانه آموزش و پرورش شهر اردبیل، منطقه یک آن انتخاب و از میان 8 مدرسه متوسطه اول 2 مدرسه و سپس با روش نمونه­گیری هدفمند تعداد 36 دانش­آموز با نشانه­های بیش­فعالی انتخاب و در دو گروه 18 نفری آزمایش و کنترل گمارش شدند. برای جمع­آوری داده­ها از مقیاس درجه­بندی SNAP-IV (Swanson, Nolan and Pelham, 2001) و نرم­افزار آزمون استروپ کلاسیک (Khodadadi, Mashhadi & Amani, 2014) به صورت پیش­آزمون و پس­آزمون استفاده شد. تجزیه و تحلیل داده­ها با آزمون­های لوین، کولموگروف اسمیرنوف و تحلیل کوواریانس انجام گرفت. نتایج نشان داد که تفاوت تداخل نمره و تداخل زمان در پس آزمون بین گروه آزمایش و کنترل در سطح آلفای 05/0 معنی­داری می­باشد و نشان می­دهد که آموزش مهارت­های ذهن­آگاهی در کاهش تداخل نمره و تداخل زمان در آزمون استروپ کلاسیک تاثیر دارد.

کلیدواژه‌ها

ذهن‌آگاهی؛ کارکردهای عصب‌شناختی؛ بیش‌فعالی؛ مقطع متوسطه اول

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