مهار روان شناختي والدين و تبلور وجودي: نقش واسطه اي سرمايه روان شناختي

The Effect of Mindfulness-based Intervention in Educational Setting on Academic Procrastination and Buoyancy

ايــن پژوهــش، بررســي نقــش واســطه گري ســرمايه روان شــناختي در رابطــة بيــن كنتــرل روان شــناختي والديــن وتبلــور وجودي بــود. شــركت كنندگان 298 نفــر از دانشــجويان كارشناســي دانشــگاه آزاد اســامي دهاقــان (158 زن 140 و مــرد) بودنــد كــه بــه شــيوة خوشــه اي تصادفــي چندمرحلــه اي انتخــاب شــدند. بــراي گــردآوري داده هــا از مقيــاس كنتــرل روان شــناختي بــا جهت گيــري وابســتگي و پيشــرفت (ســوننس، وانستين كيســت و لوتيــن، 2010 پرسشــنامه ســرمايه روان شــناختي (لوتانــز و آوليــو، 2007) و مقيــاس تبلــور وجــودي (داينــر و ديگــران ،2010 ) اســتفاده شــد. يافته هــا نشــان دادنــد كــه كنتــرل روان شــناختي والديــن به صــورت منفــي تبلــور وجــودي را پيش بينــي مي كنــد. كنتــرل روان شــناختي والديــن بــه نحــو منفــي و معنــادار توانســت ســرمايه روان شــناختي را پيش بينــي كنــد. ســرمايه روان شــناختي بــا برقــراري رابطــه ي منفــي بيــن ودمتغيــر كنتــرل روان شــناختي والديــن وتبلــور وجــودي، نقــش واســطه اي ايفــا كــرد. بــر اســاس يافته هــاي پژوهــش حاضــر، افزايــش كنتــرل روان شــناختي والديــن منجــر بــه كاهــش ســرمايه روان شــناختي و تبلــور وجــودي فرزنــدان مي گــردد.

The purpose of this Study was to examine the effect of mindfulness-based stress reduction training program on academic procrastination and academic buoyancy of adolescent female students. In a experimental study using a pretest-posttest followup design with a control group, 60 female students were selected according to the inclusion and exclusion criteria and then in the secondary screening using a clinical interview form, 30 people were selected and they were randomly assigned to the experimental group and the control group. In the pretest stage, Participants completed scales of academic procrastination and academic buoyancy and then during the intervention process, the experimental group received mindfulness -based stress reduction training program and the control group received study skills training program for 8 sessions. After the intervention, both groups again responded to both scales in posttest and fallowup stages. The results of the mixed analysis of variance test showed that the group receiving the mindfulness-based stress reduction training program showed not only a generally decrease in academic procrastination and a greater improvement in academic buoyancy than the control group; rather, over time, this effect was maintained for the experimental group, which shows the stability of the intervention effect. In general, the results of this study supported the influence of mindfulness-based stress reduction training program on academic problems and documented the use of this program by academic therapists and counselors/advisors in the educational settings.