اثربخشی درمان شناختی-رفتاری بر تاب آوری تحصیلی، حمایت اجتماعی ادراک شده و سبک های دلبستگی در دانش آموزان متوسطه دوم مدرسه شاهد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد مشاوره مدرسه، گروه مشاوره، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 استاد، گروه مشاوره، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

3 دانشجوی دکتری تخصصی مشاوره، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

پژوهش حاضر با هدف تعیین میزان اثربخشی درمان شناختی -رفتاری بر تاب آوری تحصیلی، حمایت اجتماعی ادراک شده و سبک های دلبستگی در دانش آموزان متوسطه دوم مدرسه شاهد شهرستان بانه انجام شد. مواد و روش: روش پژوهش، شبه‌آزمایشی با طرح پیش‌آزمون–پس‌آزمون با گروه گواه بود. نمونه شامل ۳۰ نفر از دانش‌آموزان مدرسه شاهد شهرستان بانه در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که به‌صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. گروه آزمایش طی ۸ جلسه ۹۰ دقیقه‌ای تحت آموزش گروهی درمان شناختی‌رفتاری قرار گرفت. ابزار گردآوری داده‌ها شامل پرسش‌نامه تاب‌آوری تحصیلی ساموئلز، حمایت اجتماعی ادراک‌شده زیمت و سبک‌های دلبستگی بزرگسالان بود. داده‌ها با استفاده از تحلیل کوواریانس چندمتغیره (MANCOVA) و نرم‌افزار SPSS نسخه ۲۵ تحلیل شد. یافته‌ها: نتایج تحلیل کوواریانس چندمتغیره نشان داد که درمان شناختی‌رفتاری تأثیر معناداری بر افزایش تاب‌آوری تحصیلی، حمایت اجتماعی ادراک‌شده (در مؤلفه‌های دوستان، خانواده و دیگران مهم)، و بهبود سبک‌های دلبستگی (نزدیکی، اضطراب و اجتناب) دارد (p<0.01). مقادیر F و اندازه اثر (η²) در تمامی متغیرها و مؤلفه‌ها در سطح معناداری ۰۱/۰ تأییدکننده اثربخشی مداخله بود. بحث و نتیجه‌گیری: نتایج این مطالعه نشان داد که درمان شناختی‌رفتاری به‌طور معناداری تاب‌آوری تحصیلی، حمایت اجتماعی ادراک‌شده و سبک‌های دلبستگی دانش‌آموزان را بهبود بخشید؛ بنابراین، این یافته‌ها می‌توانند مبنای طراحی برنامه‌های مداخله‌ای برای تقویت تاب‌آوری و حمایت اجتماعی دانش‌آموزان و بهبود روابط دلبستگی در محیط‌های آموزشی قرار گیرند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Cognitive-Behavioral Therapy on Academic Resilience, Perceived Social Support, and Attachment Styles among High School Students in Shahed School,

نویسندگان [English]

  • Mobin Rashidi 1
  • Esmaeil Sadri Damirchi 2
  • Fatemeh Gohari 3
  • Mohammadreza Noroozi Homayoon 3
1 Master Student in School Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
3 PhD Student in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

This study aimed to determine the effectiveness of cognitive-behavioral therapy (CBT) on academic resilience, perceived social support, and attachment styles in high school students at the Shahid School in Baneh County. The research method was quasi-experimental with a pre-test–post-test design and a control group. The sample consisted of 30 high school students from the Shahid School in Baneh County during the 2024-2025 academic year, who were randomly assigned to experimental and control groups. The experimental group received 8 sessions of 90-minute group CBT. The data collection instruments included the Academic Resilience Scale by Samuels, the Perceived Social Support Scale by Zimet, and the Adult Attachment Scale. The data were analyzed using Multivariate Analysis of Covariance (MANCOVA) and SPSS software version 25. The results of the MANCOVA indicated that CBT had a significant effect on increasing academic resilience, perceived social support (in the components of friends, family, and significant others), and improving attachment styles (closeness, anxiety, and avoidance) (p<0.01). The F values and effect size (η²) for all variables and components at the 0.01 significance level confirmed the effectiveness of the intervention. The results of this study showed that CBT significantly improved academic resilience, perceived social support, and attachment styles in students. Therefore, these findings could serve as a basis for designing intervention programs aimed at strengthening resilience and social support in students, as well as improving attachment relationships in educational settings.

کلیدواژه‌ها [English]

  • Cognitive-behavioral therapy
  • academic resilience
  • perceived social support
  • attachment styles
  • high school students

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روانشناسی نظامی
دوره 16، شماره 4 - شماره پیاپی 64
شماره پیاپی 64، فصلنامه زمستان
بهمن 1404
صفحه 91-115

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  • تاریخ دریافت: 10 اردیبهشت 1404
  • تاریخ بازنگری: 07 دی 1404
  • تاریخ پذیرش: 26 بهمن 1404

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