تأثیر بازآموزی اسنادی بر ترس از شکست و اهمالکاری تحصیلی در دانش آموزان دختر دارای اضطراب امتحان

نویسندگان
سید موسی طباطبایی 1
سکینه عرب 2
فاطمه بیان فر 2
1 دانشگاه سمنان
2 دانشگاه پیام نور
10.52547/erj.8.42.162
چکیده
هدف از این پژوهش بررسی اثربخشی بازآموزی اسنادی بر اهمال‌‌کاری تحصیلی و ترس از شکست در دانش‌آموزان دختر دارای اضطراب امتحان شهرستان سمنان بود. این پژوهش از لحاظ هدف کاربردی و بر اساس ماهیت و روش از نوع نیمه آزمایشی با پیش آزمون-پس آزمون بهمراه گروه کنترل بود. جامعه آماری این پژوهش را تمام دانش‌آموزان دختر مقطع متوسطه دوره دوم آموزش نظری دبیرستان های شهر سمنان تشکیل دادند. از این جامعه، تعداد پنجاه نفر که بیشترین نمره را در پرسشنامه اضطراب امتحان فریدمن کسب کرده بودند، انتخاب و به شیوه تصادفی در یکی از دو گروه آزمایش و کنترل گمارده شدند. ابزار گردآوری داده ها مشتمل بر دو پرسشنامه استاندارد ترس از شکست در عملکرد کانروی و اهمالکاری تحصیلی سواری بود. نتایج تحلیل کواریانس چند متغیره (MANCOVA) نشان داد که میانگین گروه آزمایش در مولفه‌‌های ترس از شکست و نمره کل ترس از شکست و نمره کل اهمال‌‌کاری به گونه‌‌ای معنادار (05/0<P) از گروه کنترل پایین‌‌تر بود اما در مولفه‌‌های اهمال‌‌کاری تفاوت بین دو گروه معنادار نبود. نتایج نشان دارد بازآموزی اسنادی به کاهش ترس از شکست و اهمال‌‌کاری تحصیلی منجر می‌‌شود. این مداخله کمک شایان توجهی به سلامت روان دانش‌‌آموزان می‌‌کند و از هدر رفت هزینه های اجتماعی و اقتصادی جامعه جلوگیری می‌‌کند.
کلیدواژه‌ها
بازآموزی اسنادی
ترس از شکست
اهمالکاری تحصیلی
اضطراب امتحان
دانش‌‌آموزان دختر

عنوان مقاله English

Effect of attribution retraining on the fear of failure and academic procrastination of Semnan high school girl students with test anxiety

چکیده English

This study aimed to investigate the effect of attribution retraining on academic procrastination and fear of failure of Semnan high school girl students with test anxiety. This study was applied in terms of purpose and semi-experimental based on the nature and method with pretest-posttest along with a control group. The statistical population included all high school girl students of the second semester of the Semnan high schools. From this population, the fifty people who had the highest score in the Friedman test anxiety questionnaire were selected and randomly assigned to one of the two experimental and control groups. The data collection tool consisted of two standard questionnaires including; fear of failure in Conroy's performance (2001), and Savari's academic procrastination (1392). The results of multivariate analysis of covariance (MANCOVA) showed that the mean of the experimental group in the components of fear of failure and total score of fear of failure and total score of procrastination was significantly lower (P <0.05) than the control group, but there was no significant difference between the two groups in the components of procrastination. The results showed that attribution retraining reduced the fear of failure and academic procrastination. This intervention contributes significantly to the mental health of students and prevents the wastage of social and economic costs of society.

کلیدواژه‌ها English

Attribution retraining
fear of failure
Academic procrastination
test anxiety
girl students
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پژوهش‌های تربیتی
دوره 8، شماره 42 - شماره پیاپی 14
فروردین 1400
صفحه 162-180