اثربخشی آموزش مبتنی بر ذهن آگاهی بر خلاقیت هیجانی و درآمیزی تحصیلی دانش‌آموزان با اختلال نافرمانی مقابله‌ای

توماج, عبدالجلال; طالع پسند, سیاوش

doi:10.22075/jcp.2025.37669.3185

اثربخشی آموزش مبتنی بر ذهن آگاهی بر خلاقیت هیجانی و درآمیزی تحصیلی دانش‌آموزان با اختلال نافرمانی مقابله‌ای

نوع مقاله : مقاله پژوهشی

نویسندگان

عبدالجلال توماج ¹

سیاوش طالع پسند ²

¹ دانشجوی دکتری روان شناسی تربیتی، دانشکده روان شناسی وعلوم تربیتی، دانشگاه سمنان، سمنان، ایران

² استاد، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم‌تربیتی، دانشگاه سمنان، سمنان، ایران.

10.22075/jcp.2025.37669.3185

چکیده

زمینه: هدف پژوهش حاضر بررسی اثربخشی آموزش مبتنی بر ذهن آگاهی بر خلاقیت هیجانی و درآمیزی تحصیلی دانش‌آموزان با نافرمانی مقابله‌ای بود.

روش: روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون/پس‌آزمون از نوع گروه گواه و آزمایش بود. جامعه آماری پژوهش شامل تمامی دانش‌آموزان مقطع ابتدایی پایه ششم مبتلا به اختلال نافرمانی مقابله‌ای استان گلستان در سال تحصیلی 1402-1401 بود. شرکت کنندگان 40 دانش‌آموز مبتلا به اختلال نافرمانی مقابله‌ای بودند که با روش در دسترس انتخاب شدند. همه آنها پرسشنامه اختلال نافرمانی مقابله‌ای هومرسن و همکاران (2006)، خلاقیت هیجانی آوریل (2001) و درآمیزی تحصیلی ریو و تسنگ (2013) را تکمیل کردند.

یافته‌ها: یافته‌های پژوهش نشان داد آموزش مبتنی بر ذهن آگاهی بر تغییرات نمره پس آزمون متغیرهای نوگرایی (0/75)، اثربخشی صداقت (0/81)، آمادگی (0/77)، عاملی (0/71)، رفتاری (0/78)، شناختی (0/74) و عاطفی (0/72) به طور معناداری تاثیر مثبت داشته است .

نتیجه گیری: می‌توان نتیجه گرفت که آموزش مبتنی بر ذهن آگاهی موجود افزایش خلاقیت هیجانی و درآمیزی تحصیلی دانش‌آموزان با نافرمانی مقابله‌ای می‌گردد.

کلیدواژه‌ها

آموزش ذهن آگاهی

خلاقیت هیجانی

درآمیزی تحصیلی

اختلال نافرمانی مقابله‌ای

موضوعات

تخصصی

عنوان مقاله English

The effectiveness of mindfulness-based education on emotional creativity and academic engagement of students with oppositional defiant disorder

نویسندگان English

abdoljalal toomaj ¹

Siavash Talepsand ²

¹ PhD student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

² Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

چکیده English

Background: The aim of the present study was to investigate the effectiveness of mindfulness-based education on emotional creativity and academic integration of students with confrontational disobedience.

Method: The method of the present research was a semi-experimental one with a pre-test/post-test design of control and experimental groups. The statistical population of the study included all sixth grade elementary school students suffering from oppositional defiant disorder in Golestan province in the academic year of 1402-1401. The participants were 40 students with oppositional defiant disorder who were selected using the accessible method. All of them completed the Homersen et al.'s (2006) Oppositional Defiant Disorder Questionnaire, April's (2001) Emotional Creativity, and Rio and Tseng's (2013) Academic Blend.

Results: The findings of the study showed that mindfulness-based training had a significant positive effect on post-test score changes in the variables of modernity (0.75), honesty effectiveness (0.81), readiness (0.77), factorial (0.71), behavioral (0.78), cognitive (0.74), and emotional (0.72).

Conclusion: It can be concluded that mindfulness-based education increases emotional creativity and academic engagement of students with counter-insurgency.

کلیدواژه‌ها English

mindfulness training

emotional creativity

academic inclusion

oppositional defiant disorder

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