با همکاری مشترک دانشگاه پیام نور و انجمن عصب روان‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی عمومی، دانشگاه پیام نور، تهران، ایران.

2 استادیار گروه روانشناسی دانشگاه پیام نور، تهران، ایران.

3 استادیار گروه روانشناسی، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران.

چکیده

مقدمه: این پژوهش با هدف مقایسه اثربخشی نوروفیدبک و شناخت درمانی مبتنی بر ذهن آگاهی بر سازگاری اجتماعی، هیجانی، تحصیلی دانش آموزان انجام پذیرفت.
روش بررسی: در این پژوهش جامعه آماری دربرگیرنده 108 نفر از دانش آموزان دختر پیش دانشگاهی شهر مشهد که در سال تحصیلی 1399-1400در شهر مشهد مشغول به تحصیل بودند. با توجه به جامعه آماری و با توجه به محدودیت های ناشی از شیوع کرونا در این پژوهش از نمونه گیری در دسترس استفاده گردید. حجم نمونه با توجه به معیارهای ورود و خروج، تعداد 45 نفر انتخاب و به صورت تصادفی، در سه گروه آزمایش نوروفیدبک، آزمایش شناخت درمانی مبتنی بر ذهن آگاهی و گروه کنترل قرارگرفتند. ابتدا با استفاده از روش های آمارتوصیفی مانند میانگین و انحراف معیار، داده ها توصیف و سپس برای بررسی مقایسه ای اثربخشی نوروفیدبک و شناخت درمانی مبتنی بر ذهن آگاهی بر سازگاری اجتماعی، هیجانی، تحصیلی دانش آموزان(پرسشنامه سازگاری سینها و سینگ)، با استفاده از روش های آمار استنباطی(تحلیل کواریانس چند متغیره گام به گام) فرضیه ها مورد سنجش قرار گرفت. یافته ها: طبق نتایج حاصل از تجزیه و تحلیل آماری استفاده از تمرینات نوروفیدبک و شناخت درمانی مبتنی بر ذهن آگاهی به صورت معناداری باعث افزایش سازگاری هیجانی، اجتماعی و تحصیلی دانش آموزان می گردد . با این حال بین اثربخشی روش نوروفیدبک و روش شناخت درمانی مبتنی بر ذهن آگاهی بر فاکتورهای سازگاری دانش آموزان تفاوت معنی داری وجود ندارد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effectiveness of Neurofeedback and Mindfulness-Based Cognitive Therapy on Student's Social, Emotional, and Academic Adjustment

نویسندگان [English]

  • Amirsaleh Vosough 1
  • Jafar Shabani 2
  • Javanshir Asadi 3

1 Master of General Psychology, Payam Noor University, Tehran, Iran.

2 Assistant Professor, Department of Psychology, Payam Noor University, Tehran, Iran.

3 Assistant Professor, Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran.

چکیده [English]

Introduction: this study aims to compare the effectiveness of neurofeedback and mindfulness-based cognitive therapy on social adjustment. Emotional, students' education was done. Methods: In this study, the statistical population included 108 pre-university students in Mashhad who were studying in Mashhad in the academic year 1399-1400. According to the statistical population and according to the situation, available sampling was used in this study. For the sample size according to the inclusion and exclusion criteria, 45 people were selected and randomly, 15 people in the control group and 15 people in the experimental group 1 and 15 people in the experimental group 2 and neurofeedback method on the experimental group 1 and method Mindfulness-based cognitive therapy was performed on experimental group 2 and the two methods were finally compared with each other. Data collection tools were; Adjustment inventory of school students(AISS), Mindfulness Protocol. Results: According to the results of statistical analysis, the use of neurofeedback exercises significantly increases students' emotional, social and academic adjustment. Also, mindfulness-based cognitive therapy significantly increases emotional, social and academic adjustment. However, there is no significant difference between the effectiveness of neurofeedback method and mindfulness-based cognitive therapy on students' adjustment factors.

کلیدواژه‌ها [English]

  • Neurofeedback
  • Mindfulness-Based Cognitive Therapy
  • Social Adaptation
  • Emotional Adaptation
  • Academic Adaptation
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