اثربخشي آموزش گروهي كوتاه مدت راه حل محور بر اضطراب امتحان و عزت نفس دانش-آموزان دختر متوسطه اول شهر كشكوئيه

Solution-Focused Brief group Therapy on self-esteem and test anxiety First secondary school female students in Koshkoueeh City

زمينه و هدف مشاهدات نشان مي دهد كه آموزش كوتاه مدت راه حل محور در زمينه مشكلات رفتاري و هيجاني و تحصيلي و نيز ارتقاي مهارت هاي اجتماعي و ارتباطي در اقشار مختلف مراجعان ازجمله نوجوانان و دانش آموزان موثر است. مطالعه حاضر با هدف تعيين اثربخشي آموزش گروهي كوتاه مدت راه حل محور بر حرمت خود و اضطراب امتحان دانش آموزان دختر متوسطه اول انجام شد. روش بررسي طرح پژوهش نيمه تجربي با گروه آزمايش و گواه بود و به صورت پيش آزمون و مداخله و پس آزمون ارزيابي شد. جامعه آماري پژوهش را تمامي دانش آموزان دختر متوسطه اول شهر كشكوئيه در سال تحصيلي 96-1395 تشكيل دادند. از ميان مدارس متوسطه اول شهر كشكوئيه، يك مدرسه به طور تصادفي انتخاب شده و پس از غربالگري اوليه، 50 نفر از دانش آموزان دختر به شكل تصادفي در دو گروه آزمايش (25=n) و گواه (25=n) قرار گرفتند. به منظور اندازه گيري اضطراب امتحان از پرسشنامه اسپيلبرگر (1980) و براي اندازه گيري حرمت خود از پرسشنامه حرمت خود كوپر اسميت (1967) استفاده شد. برنامه مداخله در هشت جلسه 90دقيقه اي انجام پذيرفت. داده ها توسط تحليل كوواريانس يك راهه با نرم افزار SPSS نسخه 22 تجزيه وتحليل شد. يافته ها يافته ها نشان داد كه به كارگيري مشاوره گروهي راه حل محور موجب افزايش حرمت خود (0٫001≤p) و كاهش اضطراب امتحان (0٫001≤p) دانش آموزان گروه آزمايش درمقايسه با گروه گواه مي شود. نتيجه گيري باتوجه به نتايج پژوهش حاضر مي توان بيان كرد كه يك دوره درمان گروهي كوتاه مدت راه حل محور مي تواند باعث كاهش اضطراب امتحان و افزايش حرمت خود دانش آموزان دختر متوسطه گردد.

Background & Objective: It has been observed that short–term solution–focused approach training is effective in addressing behavioral, emotional and educational problems, and promoting social and communication skills in different groups of clients, including teenagers and students. This study aimed to examine the group training of solution–focused approach on examination anxiety and self–esteem of students and this study is seeking to answer this question: whether group training of solution–focused approach is effective in examination anxiety and self– esteem. Methods: The research design was a quasi–experimental design with control group and was examined in a way such as pre–test, intervention and post–test. The statistical population of this study consisted of all female students of first secondary school of Koshkuiyeh in 2016–2017 academic year with 352 students. Among the first secondary schools of Koshkuiyeh, a school was randomly selected and after initial screening, 50 female students who had high examination anxiety and low self–esteem were randomly assigned to two experimental (n=25) and control groups (n=25). The educational intervention program was conducted in 8 sessions of 90 minutes based on the educational sessions of solution– focused approach. In order to measure the desired variables such as examination anxiety and self–esteem used Speilberger and Cooper Smith Self Esteem Inventory respectively. In this research, we used the descriptive statistics method to answer the research hypotheses including: frequency, percentage and cumulative frequency, mean and standard deviation and in order to determine real data, we used Kolmogorov–Smirnov Test and for answering the research question was used Analyze of Covariance test with SPSS–22. Results: The results showed that there was a significant difference between the examination anxiety scores in post–test after eliminating the effect of pre–test (p≤0.001). The results also showed that there was a significant difference between the scores of self–esteem in post–test after eliminating the effect of pre–test (p≤0.001). Conclusions: According to the results of this study, it can be stated that a solution–focused brief therapy can reduce the examination anxiety in high school girls.