اثربخشی خود-شفقتی ذهن آگاه بر راهبردهای یادگیری خودتنظیمی و تاب‌آوری روانشناختی نوجوانان

چکیده مقاله :

نوجوانی دوره حساسی است که با تغییرات مهم شناختی، عاطفی و اجتماعی مشخص می شود. درک عواملی که به رفاه و تاب آوری نوجوانان کمک می کند برای ارتقای رشد سالم در این مرحله از زندگی ضروری است. لذا، پژوهش حاضر با هدف بررسی اثربخشی آموزش برنامه خود-شفقتی ذهن آگاه بر راهبردهای یادگیری خودتنظیمی و تاب‌آوری روانشناختی نوجوانان شهر پاوه صورت گرفت. روش پژوهش حاضر روشی نیمه تجربی از نوع پیش آزمون-پس آزمون و پیگیری با فاصله دوماه بود. 40 دانش‌آموز دختر مقطع دوم متوسطه شهر پاوه به شیوه تصادفی از بین افراد حاضر به همکاری و براساس شرایط ورود و خروج انتخاب و با استفاده از طرح تصادفی بلوکی در دو گروه (آزمایش و کنترل) جایگزین شد. ابزارهای گردآوری اطلاعات پرسشنامه‌ تاب‌آوری روانشناختی  (CD-RISC) و پرسشنامه راهبردهای یادگیری خود تنظیمی  (MSLQ) بود. تجزیه و تحلیل داده­ها با استفاده از تحلیل واریانس آمیخته با اندازه­گیری مکرر انجام شد. نتایج نشان داد که برنامه مداخله­ای خود-شفقتی ذهن آگاه باعث افزایش خودتنظیمی در یادگیری و تاب­آوری روانشناختی، در گروه آزمایش در مقایسه با گروه کنترل شده است (01/0>p) و این تأثیر تا مرحله پیگیری باقی ‌مانده ‌است (01/0>p). بر این اساس می­توان نتیجه گرفت که آموزش برنامه مداخله­ای خود-شفقتی ذهن آگاه با بهره‌گیری از فنونی مانند آشنایی با مفهوم ذهن‌آگاهی، پذیرش هیجانات، رویارویی با هیجانات، مهارت مسئولیت‌پذیری فردی و خودآگاهی می‌تواند روشی کارآمد برای افزایش تاب‌آوری روانشناختی و راهبردهای یادگیری خودتنظیمی در نوجوانان باشد. لذا پیشنهاد می­شود مراکز مشاوره و روانشناسی در حوزه نوجوانان آموزش برنامه مداخله­ای خود-شفقتی ذهن­آگاه را برای کاهش مشکلات نوجوانان در حیطه تاب‌آوری روانشناختی و خودتنظیمی در دستور کار قرار دهند.

چکیده انگلیسی :

Adolescence is a critical period marked by significant cognitive, emotional, and social changes. Understanding factors contributing to adolescents’ well-being and resilience is essential for promoting healthy development. The present study aimed to investigate the effectiveness of mindful self-compassion training on self-regulated learning strategies and psychological resilience among adolescents in Paveh city. This research employed a semi-experimental, psycho-educational group design with pre-test, post-test, and two-month follow-up stages. Forty female high school students were randomly selected based on inclusion and exclusion criteria and assigned to experimental and control groups using a randomized block design. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC) and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis was performed using mixed variance analysis with repeated measures. The results showed that the mindful self-compassion intervention significantly improved self-regulation in learning and psychological resilience in the experimental group compared to the control group (p<0.01), and these effects persisted through the follow-up stage (p<0.01). Therefore, mindful self-compassion training, by employing techniques such as mindfulness, acceptance of emotions, emotional coping, individual responsibility, and self-awareness, can be considered an effective method for enhancing adolescents’ psychological resilience and self-regulated learning strategies. It is recommended that counseling and psychology centers for teenagers incorporate mindful self-compassion

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