پديد آورندگان :
حسيني، مهكامه دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران , عارفي، مژگان دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران - گروه روان شناسي , سجاديان، ايلناز دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران - گروه روان شناسي
چكيده فارسي :
زمينه و هدف: از آنجا كه چشم انداز زمان نقش تنظيم‌كنندۀ اعمال انسان را داشته، بر حالت‌هاي رواني اثر دارد و وجود اضطراب در سن نوجواني در نحوۀ برخورد با مشكلات و عملكرد تحصيلي دانش‌آموزان مؤثر است، تحقيق حاضر با هدف بررسي تأثير آموزش چشم انداز زمان بر تعادل زماني و اضطراب دانش‌آموزان دختر پايۀ نهم مقطع متوسطۀ شهر تهران انجام شد.
روش بررسي: روش پژوهش حاضر، نيمه‌آزمايشي با طرح پيش‌آزمون، پس‌آزمون و پيگيري با گروه گواه بود. جامعۀ آماري تحقيق، تمام دانش‌آموزان دختر پايۀ نهم شهر تهران در سال تحصيلي 1397-1396 بودند. از ميان دانش‌آموزان مذكور با روش نمونه‌گيري تصادفي چندمرحله‌اي، 60 نفر كه تعادل زماني نداشتند، در دو گروه 30نفرۀ آزمايش و گواه، به‌طور تصادفي تخصيص يافتند. گروه آزمايش به‌مدت 10 جلسه آموزش داده شد. ابزار پژوهش پرسش‌نامه‌هاي چشم‌انداز زمان زيمباردو، اضطراب كتل و بستۀ آموزشي چشم‌انداز زمان بود. براي تحليل داده‌هاي جمع‌آوري‌شده، از روش آماري تحليل واريانس با اندازه‌گيري مكرر و آزمون تعقيبي بونفروني در سطح معناداري 0٫05=α و نرم‌افزار SPSSنسخۀ 22 استفاده شد.
يافته‌ها: نتايج نشان داد كه آموزش چشم‌انداز زمان، بر تعادل زماني و اضطراب دانش‌آموزان اثر داشته، تفاوت معناداري بين دو گروه بود (0٫001≥p) و اين تأثير در مرحلۀ پيگيري دوماهه پايدار ماند (0٫001≥p).
نتيجه‌گيري: تعادل زماني در ابعاد مختلف، با آموزش چشم‌انداز زمان ميسر است و به دنبال آن، مشكلاتي از جمله اضطراب را مي‌توان كاهش داد.
چكيده لاتين :
Background & Objective: Time perspective is a fundamental dimension of the psychological structure of time and there is often a seductive process that is balanced among past, present and future or mainly focused on a realm. From this, it can be said that time perspective has a regulator of human actions and affects its activities and psychological states. A balanced attitude toward time dimensions reflects mental health, while extreme attitudes toward living in an unhealthy way toward time dimensions. Since anxiety is one of the most important problems of human society. Considering the importance of adolescence and how to deal with problems, the aim of present study was investigation the effect
of time perspective training on the creation of time balance and reduction anxiety of students.
Methods: This applied research was in the category of semi–experimental research with pre–test, post–test and follow–up with experimental
and control group. The research population were ninth grade of girls in Tehran who were studying in the academic year of 2016–2017 and multi–
stage random sampling was done. Among students who did not have time balance, they were randomly divided into two groups (n=30 for each
group). Data collection tools were ZTPI questionnaire, CattLll's anxiety questionnaire (CAQ) and time perspective training package. The
experimental group was trained for 10 sessions twice a week while the control group did not receive any training. Data were analyzed using
descriptive and inferential statistics of variance for repeated measures analysis ANOVA and Bonfroni was used to analyze the data through SPSS
software version 22.
Results: To analyze the variance for repeated measures, we examined the assumptions of this test such as Shapiro–Wilk test, Leven test results
showed the normality of the distribution of scores on both research instruments. Mauchly’s Test of Sphericity test results confirmed the equality
of variances assumption. The mean of the time balance variable for the control group in the pre–test was 21.91, in the post–test, 21.82 and in the
follow–up period, was 21.92, and for the experimental group in the pre–test, 20.23, in the post–test, 27.77, and the follow up was 27.59. The
mean of anxiety in the control group was 25.72 in the pre–test, 25.64 in the post–test and 26.66 in the follow–up phase, and for the experimental
group in the pre–test 27.69, in the post–test 21 and in the stage the follow up was 21.04. The results showed that the F–value in time balance
variable was significant p<0.001, and considering that the mean of the experimental group in the time balance variable was higher than that in
the control group and post–test and follow–up stages. In addition, the findings showed that the F–value in the anxiety variable was significant
p<0.001, and considering that the mean of the experimental group in the anxiety variable decreased in comparison with the control group in the
post–test and follow–up stages.
Conclusion: The results showed that time perspective training had an impact on the time balance and anxiety of students and this effect remained
stable during two–month follow–up phase. Therefore, anxiety of the students after training in the experimental group reduced compared to the
control group and there was a significant difference between the two groups. In addition, the time perspective components in the experimental group were more balanced than the control group.
