سلامت روان در مدرسه

سلامت روان در مدرسه

بررسی مقایسه سرگردانی ذهنی، تعلل ورزی تحصیلی، همجوشی شناختی و پردازش هیجانی در دانشجویان دارای اختلال اضطراب امتحان با عادی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 کارشناسی ارشد،گروه روانشناسی،دانشکده روانشناسی و علوم تربیتی ، دانشگاه نجف آباد، اصفهان، ایران
2 کارشناسی ارشد،گروه مشاوره،دانشکده روانشناسی و علوم تربیتی،موسسه آموزش عالی فیض الاسلام، اصفهان،ایران
3 دکتری مشاوره،استادیار، گروه مشاوره، موسسه آموزش عالی فیض الاسلام،خمینی شهر،اصفهان،ایران
10.22034/jmhs.2024.457256.1043
چکیده
این پژوهش با هدف مقایسه سرگردانی ذهنی، تعلل‍ورزی تحصیلی، همجوشی شناختی و پردازش هیجانی دانشجویان دارای اختلال اضطراب امتحان با عادی انجام شد. جامعه آماری این پژوهش علی - مقایسه‍ای دربرگیرنده کلیه دانشجویان دانشگاه آزاد شهر نجف آباد در سال تحصیلی 1400-1399 بود که از این میان تعداد 100 دانشجو (50 دانشجو دارای تشخیص اضطراب امتحان مطابق با نمره برش بالای 12 در پرسشنامه اضطراب امتحان ساراسون پس از همتاسازی با 50 دانشجو بدون اضطراب امتحان) با استفاده از روش نمونه‍گیری خوشه‍ای چندمرحله‍ای و هدفمند به عنوان نمونه آماری انتخاب شدند. اطلاعات به وسیله پرسشنامه‍های سرگردانی ذهنی کاریر و سلی، تعلل‍ورزی تحصیلی سولومون و راث بلوم، همجوشی شناختی گیلاندرز و همکاران و پردازش هیجانی باکر و همکاران گردآوری شد. نتایج با استفاده از آزمون‍ تحلیل واریانس چند متغیری در نرم‍افزار SPSS.23 مورد تجزیه و تحلیل قرار گرفت. براساس یافته‍های حاصل از تحلیل واریانس چند متغیری مشخص شد که بین سرگردانی ذهنی، تعلل‍ورزی تحصیلی، همجوشی شناختی و پردازش هیجانی دانشجویان دارای اختلال اضطراب امتحان با عادی تفاوت وجود دارد (05/0>p)؛ نتایج آزمون تعقیبی LSD نیز نشان داد که دانشجویان دارای اختلال اضطراب امتحان در مقایسه با دانشجویان عادی نمرات بالاتری را در سرگردانی ذهنی، تعلل‍ورزی تحصیلی، همجوشی شناختی و پردازش هیجانی کسب کردند (05/0>p). لذا، با توجه به بالا بودن نمرات سرگردانی ذهنی، تعلل‍ورزی تحصیلی، همجوشی شناختی و پردازش هیجانی در بین دانشجویان دارای اختلال اضطراب امتحان، اطلاع‍رسانی، تحقیق و بررسی علمی بیشتر برای درک این تفاوت‍ها و همچنین کمک به کنترل و درمان به موقع مشکلات ناشی از اضطراب امتحان توصیه می‍شود.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Comparison of Mind Wandering, Academic Procrastination, Cognitive Fusion and Emotional Processing of Students with Test Anxiety Disorder with Normal

نویسندگان English

Sima Yayaabadi 1
Elahe Gangi 2
Parisa Maghbare 2
Zahra Haghighi 2
mahnaz hajiheydari 3
1 MA, School of Psychology and Educational Sciences, University of Najaf Abad, Isfahan, Iran
2 MA, Department of Counseling, School of Psychology and Educational Sciences, University of Feisoleslam, Isfahan, Iran
3 PhD in counseling, Assistant professor, Department of counseling, Feizoleslam Non-profit Higher Education Institute, Khomeinishahr, Isfahan, Iran
چکیده English

The aim of this study was to compare mind wandering, academic procrastination, cognitive fusion and emotional processing of students with test anxiety disorder with normal. The statistical population of this causal-comparative study included all students of Najafabad Azad University in the academic year 1399-1400, of which 100 students (50 students with a diagnosis of test anxiety according to a cut score above 12 in the Sarason Test Anxiety Questionnaire after Matching with 50 students without exam anxiety) were selected as a statistical sample using multi-stage and purposeful cluster sampling method. Data were collected through the completed the Carriere & Seli Mind Wandering Inventory, Solomon and Ruth Bloom Academic Proclamation Scale, Gillanders & et al and Cognitive Fusion Questionnaire and Baker & et al Emotional Processing Scale. The results were analyzed using multivariate analysis of variance in SPSS.23 software. Based on the findings of multivariate analysis of variance it was found that there is a difference between mind wandering, academic procrastination, cognitive fusion and emotional processing of students with test anxiety disorder with normal (p<0.05); The results of LSD post hoc test also showed that students with test anxiety disorder had higher scores in mind wandering, academic procrastination, cognitive fusion and emotional processing compared to normal students (p <0.05). Therefore, due to the high scores of mind wandering, academic procrastination, cognitive fusion and emotional processing among students with test anxiety disorder are recommended further information, research and scientific study to understand these differences as well as to help alleviate the problems caused by these variables on test anxiety.

کلیدواژه‌ها English

Mind wandering
Academic procrastination
Cognitive fusion
Emotional processing
Test Anxiety
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