مقايسه اثربخشي رويكرد تعهد و پذيرش (ACT) و نظريه انتخاب بر تعلل ورزي دانش آموزان دختر سال سوم متوسطه شهرستان شهريار

A comparison of the effectiveness of acceptance and commitment therapy (ACT) and choice theory on the procrastination among female third-grade high school students in Shahriar county

مقدمه: پژوهش حاضر با هدف مقايسه اثربخشي آموزش رويكرد پذيرش و تعهد(ACT) و نظريه انتخاب بر تعلل ورزي دانش آموزان دختر سال سوم متوسطه صورت گرفت. روش كار: جامعه آماري كليه دانش آموزان دختر مقطع سوم متوسطه شهرستان شهريار در سال تحصيلي95-94 بودند. حجم نمونه مورد مطالعه 60 نفر بودند كه با روش نمونه گيري خوشه اي چند مرحله اي انتخاب شدند. جهت سنجش تعلل ورزي از پرسشنامه سولومون و راث بلوم(1984) استفاده شد. اعضاي گروه آزمون اول در هشت جلسه آموزش گروهي هفتگي به شيوه رويكرد مبتني بر پذيرش و تعهد واعضاي گروه آزمون دوم در هشت جلسه آموزش گروهي هفتگي به شيوه نظريه انتخاب شركت كردند. نتايج: نتايج پژوهش نشان داد كه آموزش رويكرد مبتني بر پذيرش و تعهد و نظريه انتخاب بر كاهش تعلل ورزي دانش آموزان دختر سال سوم متوسطه موثر بود، اما بين تاثير دو نظريه بركاهش تعلل ورزي تفاوت معنادار وجود نداشت. آموزش رويكرد مبتني بر پذيرش و تعهد و نظريه انتخاب بر تعلل ورزي دانش آموزان دختر سال سوم متوسطه در طول زمان از پايداري اثر مناسبي برخوردار بود. نتيجه گيري: رويكرد مبتني بر پذيرش و تعهد و نظريه انتخاب بر تعلل ورزي دانش آموزان، موثر هستند.

Introduction: The present study sought to compare the effectiveness of acceptance and commitment therapy (ACT) and choice theory on the procrastination among female third-grade high school students. The population consisted of all female third-grade high school students of Shahriar County in the educational year of 2015-2016. Materials and Methods: The sample of the study included 60 students selected through the multistage cluster sampling. Solomon and Rothblum questionnaire was used for procrastination assessment. The first experimental group was treated by an eight-session weekly group teaching based on the acceptance and commitment therapy and the second one was treated by an eight-session weekly group teaching based on the choice theory. Results: The results of the study indicated that teaching based on the acceptance and commitment therapy as well as the choice theory was effective in reducing procrastination among female third-grade high school students, but there was not a significant difference between the effectiveness of the two theories on procrastination reduction. Teaching based on the acceptance and commitment therapy as well as the choice theory had a desirable stable effect on the procrastination among female third-grade high school students over time. Conclusion: Teaching based on the acceptance and commitment therapy as well as the choice theory had a desirable stable effect on the procrastination among students.