اثربخشی خود-شفقتی ذهن آگاه بر راهبردهای یادگیری خودتنظیمی و تابآوری روانشناختی نوجوانان
محورهای موضوعی : روانشناسی
بشری عبدالهی
1
,
امید عیسی نژاد
2
*
1 - گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران.
2 - گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
کلید واژه: آموزش برنامه خودشفقتی ذهنآگاه, تابآوری روانشناختی, راهبردهای یادگیری خودتنظیمی,
چکیده مقاله :
دوره نوجوانی مرحلهای حساس است که با تغییرات مهم شناختی، عاطفی و اجتماعی مشخص میشود. درک عواملی که به رفاه و تابآوری نوجوانان کمک میکنند، برای ارتقای رشد سالم در این دوره ضروری است. پژوهش حاضر با هدف تعیین اثربخشی آموزش برنامه خودشفقتی ذهنآگاه بر راهبردهای یادگیری خودتنظیمی و تابآوری روانشناختی نوجوانان شهر پاوه انجام شد. روش پژوهش نیمهتجربی و از نوع پیشآزمون- پسآزمون با پیگیری دو ماهه بود. جامعه نمونه شامل ۴۰ دانشآموز دختر مقطع دوم متوسطه شهر پاوه بود که بهصورت تصادفی از بین داوطلبان واجد شرایط انتخاب و با استفاده از طرح تصادفی بلوکی در دو گروه آزمایش و کنترل جایگزین شدند. ابزارهای گردآوری داده شامل مقیاس تابآوری روانشناختی (CD-RISC) و پرسشنامه راهبردهای یادگیری خودتنظیمی (MSLQ) بودند. دادهها با استفاده از تحلیل واریانس آمیخته با اندازهگیری مکرر تجزیه و تحلیل شد. نتایج نشان داد که برنامه مداخلهای خودشفقتی ذهنآگاه موجب افزایش خودتنظیمی در یادگیری و تابآوری روانشناختی در گروه آزمایش نسبت به گروه کنترل شده است (01/0>p) و این اثر تا مرحله پیگیری دو ماهه پایدار باقی مانده است (01/0>p). بر این اساس، میتوان نتیجه گرفت که آموزش برنامه مداخلهای خودشفقتی ذهنآگاه با بهرهگیری از فنونی مانند آشنایی با مفهوم ذهنآگاهی، پذیرش و مواجهه با هیجانات، مسئولیتپذیری فردی و خودآگاهی، روشی کارآمد برای تقویت تابآوری روانشناختی و راهبردهای یادگیری خودتنظیمی در نوجوانان است. بنابراین، پیشنهاد میشود مراکز مشاوره و روانشناسی در حوزه نوجوانان، آموزش این برنامه مداخلهای را بهمنظور کاهش مشکلات مربوط به تابآوری روانشناختی و خودتنظیمی در دستور کار خود قرار دهند.
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
بشارت، م. ع. (۱۳۸۷). ویژگیهای روانسنجی فرم فارسی مقیاس تابآوری. مجله علوم شناختی، ۲(۵)، ۷۳–۸۳. https://doi.org/10.22054/jem.2023.69310.3392
جلیلی، م.، صالحصدقپور، ب.، اسدزاده، ح.، و سعادتی شامیر، ا. (۱۴۰۰). رابطه خودتنظیمی با تابآوری تحصیلی با میانجیگری انگیزش خودمختار. مجله روانشناسی ایران، ۱۵(۳)، ۱۷۰-۱۸۹. https://doi.org/10.1001.1.18808436.1400.25.1.9.6
سقری، ا.، یزدانی اسفیدواجانی، ح.، فضلعلی، ن.، و گلمحمدیان، م. (۱۴۰۰). نقش واسطهای عملکرد خانواده در رابطه تابآوری با احساس حقارت. مجله روانشناسی ایران، ۲۵(۲)، ۲۹۰-۳۰۸. https://doi.org/10.1001.1.18808436.1400.25.2.9
شالچی، ب.، وحیدنیا، ب.، دادخواه، م.، علیپور نیاز، م.، و مقیمی، پ. (۱۳۹۶). مقایسه اختلالات عاطفی– رفتاری و مهارتهای اجتماعی در نوجوانان دختر عادی و فرزندان مراکز شبانهروزی سازمان بهزیستی. رفاه اجتماعی، ۱۷(۶۷)، ۲۰۱–۷۳. http://refahj.uswr.ac.ir/article-1-3094-fa.html.
صدقی، پ.، و چراغی، ا. (۱۳۹۷). بررسی اثربخشی آموزش ذهنآگاهی بر بهزیستی روانشناختی و تابآوری زنان سرپرست خانوار. فصلنامه خانوادهپژوهی، ۱۴(۴)، ۵۴۹–۵۶۳ https://jfr.sbu.ac.ir/article_97697.html
Abbott, S., de Wit, J., Rawstorne, P., & Reynolds, R. (2020). Mental contrasting and implementation intentions to increase physical activity in sedentary, disadvantaged adults: A pilot intervention. Sport, Exercise, and Performance Psychology, 9(2), 261–275. https://doi.org/10.1037/spy0000193
Anderson, R.E., & Hope, D.A. (2009). The relationship among social phobia, physiological reactivity, and Anxiety sensitivity in an adolescent population. Journal of Anxiety Disorders, 23, 18-26. https://doi.org/10.1016/j.janxdis.2008.03.011
Ataii, M., Saleh-Sedghpour, B., Asadzadeh-Dahraei, H., & Sadatee-Shamir, A. (2021). Effect of Self-regulation on Academic Resilience Mediated by Perceived Competence. International Journal of Behavioral Sciences, 15(3). 10.30 https://doi.org/10.30491/IJBS.2021.269390.1463
Biber, D. D. (2022). Benefits of mindful self-compassion for frontline nurses. Nursing2022, 52(5), 34-37. DOI: 10.1097/01.NURSE.0000827152.10997.19
Biber, D. D., & Ellis, R. (2019). The effect of self-compassion on the self-regulation of health behaviors: A systematic review. Journal of health psychology, 24(14), 2060-2071. DOI: 10.1177/1359105317713361
Bluth, K., & Eisenlohr-Moul, T. A. (2017). Response to a mindful self-compassion intervention in teens: A within-person association of mindfulness, self-compassion, and emotional well-being outcomes. Journal of Adolescence, 57, (2), 108-118. DOI: 10.1016/j.adolescence.2017.04.001
Carver, C. S., & Scheier, M. F. (1981). The self-attention-induced feedback loop and social facilitation. Journal of Experimental Social Psychology, 17(6), 545-568. https://doi.org/10.1016/0022-1031(81)90039-1
Černe, T., & Juriševič, M. (2018). The self-regulated learning of younger adolescents with and without learning difficulties–A comparative multiple case study. Center for Educational Policy Studies Journal, 8(4), 9-28. DOI:10.26529/cepsj.4
2 Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor‐Davidson resilience scale (CD‐RISC). Depression and Anxiety, 18(2), 76-82. DOI: 10.1002/da.10113
Dundas, I., Binder, P. E., Hansen, T. G., & Stige, S. H. (2017). Does a short self‐compassion intervention for students increase healthy self‐regulation? A randomized control trials. Scandinavian journal of psychology, 58(5), 443-450. DOI: 10.1111/sjop.12385
El-Adl, A., & Alkharusi, H. (2020). Relationships between Self-Regulated Learning Strategies, Learning Motivation and Mathematics Achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111. DOI: 10.18844/cjes. v15i1.4461
Farmer, G. M., Ohan, J. L., Finlay-Jones, A. L., & Bayliss, D. M. (2023). Well-being and Distress in University Students with ADHD Traits: The Mediating Roles of Self-Compassion and Emotion Regulation Difficulties. Mindfulness, 14(2), 448-459. DOI: https://doi.org/10.1007/s12671-022-02051-x
Finlay‐Jones, A., Kane, R., & Rees, C. (2017). Self‐compassion online: A pilot study of an internet‐based self‐compassion cultivation program for psychology trainees. Journal of Clinical Psychology, 73(7), 797-816. DOI: 10.1002/jclp.2237
5 Fullerton, D. J., Zhang, L. M., & Kleitman, S. (2021). An integrative process model of resilience in an academic context: Resilience resources, coping strategies, and positive adaptation. Plos one, 16(2), e0246000. https://doi.org/10.1371/journal.pone.0246000
Germer, C., & Neff, K. (2019). Mindful self-compassion (MSC). In Handbook of mindfulness-based programs (pp. 357-367). Routledge. https://self-compassion.org/wp-content/uploads/2019/09/Germer2019.pdf
Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Lupica Spagnolo, M., ... & Oriordan, M. R. (2022). Adolescents' resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health. Frontiers in psychology, 13, 801761. doi: 10.3389/fpsyg.2022.801761
Guendelman, S., Medeiros, S., & Rampes, H. (2017). Mindfulness and emotion regulation: Insights from neurobiological, psychological, and clinical studies. Frontiers in psychology, 6(8), 220-234. https://doi.org/10.3389/fpsyg.2017.00220
Kabat-Zinn, J. (2019). Foreword: Seeds of a necessary global renaissance in the making: the refining of psychology’s understanding of the nature of mind, self, and embodiment through the lens of mindfulness and its origins at a key inflection point for the species. Curr Opin Psychol, 28, (2), 1-7. https://doi.org/10.1016/j.copsyc.2019.02.005
Lefebvre, J. I., Montani, F., & Courcy, F. (2020). Self-compassion and resilience at work: A practice-oriented review. Advances in Developing Human Resources, 22(4), 437-452. DOI: 10.1177/1523422320949145
Liu, J. J., Reed, M., & Fung, K. P. (2020). Advancements to the Multi-System Model of Resilience: updates from empirical evidence. Heliyon, 6(9), 31-48. DOI: 10.1016/j.heliyon. 2020.e04831
Lopez, D. F. (2019). Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes. Learning and Individual Differences, 11(3), 301-319. DOI:10.1016/S1041-6080(99)80005-3
McInerney, D. M., Cheng, R. W. Y., Mok, M. M. C., & Lam, A. K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23(3), 249-269. DOI: 10.1177/1932202X12451020
Mohan, V., & Verma, M. (2020). Self-regulated learning strategies in relation to academic resilience. Voice of Research, 1, (3), 27- 34. http://www.voiceofresearch.org/doc/Dec-2020/Dec-2020_6.pdf
Murray, D. W., Rosanbalm, K., Christopoulos, C., & Meyer, A. L. (2019). An applied contextual model for promoting self-regulation enactment across development: Implications for prevention, public health and future research. The Journal of Primary Prevention, 40, 367-403. https://doi.org/10.1007/s10935-019-00556-1
Neff KD. 2021. Fierce Self-Compassion: How Women Can Harness Kindness to Speak Up, Claim Their Power, and Thrive. New York: Harper Wave. https://greatergood.berkeley.edu/images/uploads/Neff_Fierce_Self-Compassion_Resources.pdf
Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101. https://doi.org/10.1080/15298860309032
Neff, K. D. (2003a). The development and validation of a scale to measure self-compassion. Self and identity, 2(3), 223-250. https://doi.org/10.1080/15298860309027
Neff, K. D. (2022). The differential effects fallacy in the study of self-compassion: Misunderstanding the nature of bipolar continuums. Mindfulness, 13(3), 572-576. https://doi.org/10.1007/s12671-022-01832-8
Neff, K. D. (2023). Self-compassion: Theory, method, research, and intervention. Annual Review of Psychology, 74, 193-218. DOI: 10.1146/annurev-psych-032420-031047
Neff, K. D., & McGehee, P. (2010). Self-compassion and psychological resilience among adolescents and young adults. Self and identity, 9(3), 225-240. https://doi.org/10.1080/15298860902979307
Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and identity, 4(3), 263-287. https://doi.org/10.1080/13576500444000317
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, (8) 422, 1-15. https://doi.org/10.3389/fpsyg.2017.00422
Patton, G. C., Sawyer, S. M., Santelli, J. S., Ross, D. A., Afifi, R., Allen, N. B., ... & Viner, R. M. (2016). Our future: A Lancet commission on adolescent health and wellbeing. The Lancet, 387(10036), 2423-2478. DOI: 10.1016/S0140-6736(16)00579-1
Pintrich, P. R & de Groot, E, V, (1990). Motivational and self-regulated components of classroom academic performance, Journal of Educational Psychology, 82, 33-40. http://dx.doi.org/10.1037/0022-0663.82.1.33
Raab, K. (2014). Mindfulness, self-compassion, and empathy among health care professionals: a review of the literature. Journal of health care chaplaincy, 20(3), 95-108. DOI: 10.1080/08854726.2014.913876
Rivera, M., Shapoval, V., & Medeiros, M. (2021). The relationship between career adaptability, hope, resilience, and life satisfaction for hospitality students in times of Covid-19. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100344. https://doi.org/10.1016/j.jhlste.2021.100344
Rusman, A. A., Hashim, I. H., & Zaharim, N. M. (2023). Examining the relationship between religiosity and happiness in Medan, Indonesia: The mediating role of self‐control, self‐regulation, and life satisfaction. Asian Social Work and Policy Review, 17(1), 27-38. DOI: 10.1111/aswp.12267
Santos Alves Peixoto, L., Guedes Gondim, S. M., & Pereira, C. R. (2022). Emotion regulation, stress, and well-being in academic education: analyzing the effect of mindfulness-based intervention. Trends in Psychology, 30(1), 33-57. https://doi.org/10.1007/s43076-021-00092-0
Sawyer, S. M., Afifi, R. A., Bearinger, L. H., Blakemore, S. J., Dick, B., Ezeh, A. C., & Patton, G. C. (2012). Adolescence: a foundation for future health. The lancet, 379(9826), 1630-1640. DOI: 10.1016/S0140-6736(12)60072-5
Sinclair, S., Kondejewski, J., Raffin‐Bouchal, S., King‐Shier, K. M., & Singh, P. (2017). Can self‐compassion promote healthcare provider well‐being and compassionate care to others? Results of a systematic review. Applied Psychology: Health and Well‐Being, 9(2), 168-206. DOI: 10.1111/aphw.12086
Sirois, F. M., Kitner, R., & Hirsch, J. K. (2015). Self-compassion, affect, and health-promoting behaviors. Health Psychology, 34(6), 661-673. DOI: 10.1037/hea0000158
Stoeger, H., Balestrini, D. P., & Steinbach, J. (2021). Self-regulated learning for high-ability and high-achieving students in mixed-ability classrooms throughout the Asia-Pacific. Handbook of Giftedness and Talent Development in the Asia-Pacific, 291-317. DOI: 10.1007/978-981-13-3041-4_13
Sünbül, Z. A., & Güneri, O. Y. (2019). The relationship between mindfulness and resilience: The mediating role of self-compassion and emotion regulation in a sample of underprivileged Turkish adolescents. Personality and Individual Differences, 139, 337-342. https://doi.org/10.1016/j.paid.2018.12.009
Wang, L. (2021). The role of students’ self-regulated learning, grit, and resilience in second language learning. Frontiers in psychology, 12, 800488. https://doi.org/10.3389/fpsyg.2021.800488
Wibowo, A., & Paramita, W. (2022). Resilience and turnover intention: the role of mindful leadership, empathetic leadership, and self-regulation. Journal of Leadership & Organizational Studies, 29(3), 325-341. https://doi.org/10.1177/15480518211068735
Windle, G., Bennett, K. M., & Noyes, J. (2011). A methodological review of resilience measurement scales. Health and quality of life outcomes, 9(1), 1-18. https://doi.org/10.1186/1477-7525-9-8
Yerdelen, S., & Sungur, S. (2019). Multilevel investigation of students’ self-regulation processes in learning science: Classroom learning environment and teacher effectiveness. International Journal of Science and Mathematics Education, 17, 89-110. DOI: 10.1007/s10763-018-9921-z