ﻣﻘﺎﯾﺴﻪ اﺛﺮ ﺑﺨﺸﯽ آﻣﻮزش آﻧﻼﯾﻦ ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن و ﺗﺎب آوري ﺑﺮ ﮐﻨﺘﺮل ﺧﺸﻢ داﻧﺸﺠﻮﯾﺎن

Comparison of the Effectiveness of Online Training in Emotion Regulation and Resilience in Medical Students' Anger Management

ﯾﮑﯽ ازﻫﯿﺠﺎن ﻫﺎﯾﯽ ﮐﻪ در ﺳﻼﻣﺖ ﻫﻤﻪ اﻓﺮاد ﻧﻘﺶ ﻣﻬﻤﯽ دارد، ﻫﯿﺠﺎن ﺧﺸﻢ اﺳﺖ. ﺧﺸﻢ ﯾﮑﯽ از ﻫﯿﺠﺎن ﻫﺎي اﺳﺎﺳﯽ اﺳﺖ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻣﻘﺎﯾﺴﻪ ﺗﺎﺛﯿﺮ آﻣﻮزش ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن و ﺗﺎب آوري ﺑﺎ ﻣﯿﺎﻧﺠﯿﮕﺮي ﻣﮑﺎن ﮐﻨﺘﺮل ﺑﺮ روي ﮐﻨﺘﺮل ﺧﺸﻢ داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪ ﭘﺰﺷﮑﯽ ﺑﻮد. روش ﮐﺎر: ﻣﻄﺎﻟﻌﻪ ﺑﻪ روش آزﻣﺎﯾﺸﯽ اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﭘﺰﺷﮑﯽ ﺷﺎﻏﻞ ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮد ﮐﻪ ﺑﺎ ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي و ﺳﺎده 90 داﻧﺸﺠﻮي ﭘﺰﺷﮑﯽ اﻧﺘﺨﺎب و ﺑﺼﻮرت ﺗﺼﺎدﻓﯽ در ﺳﻪ ﮔﺮوه 30 ﻧﻔﺮي ﺟﺎﯾﮕﺰﯾﻦ ﺷﺪﻧﺪ. آزﻣﻮدﻧﯽﻫﺎي ﯾﮑﯽ از ﮔﺮوهﻫﺎي آزﻣﺎﯾﺸﯽ 8 ﺟﻠﺴﻪ آﻣﻮزش ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن و ﮔﺮوه دﯾﮕﺮ 8 ﺟﻠﺴﻪ آﻣﻮزش ﺗﺎب آوري درﯾﺎﻓﺖ ﻧﻤﻮدﻧﺪ. ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﻣﮑﺎن ﮐﻨﺘﺮل راﺗﺮ و ﺧﺸﻢ ﺣﺎﻟﺖ و ﺻﻔﺖ اﺳﭙﯿﻠﺒﺮﮔﺮ ﺑﺮ روي ﺗﻤﺎﻣﯽ آزﻣﻮدﻧﯽﻫﺎ اﺟﺮا ﺷﺪ. داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ اﻧﺪازه ﮔﯿﺮي ﻣﮑﺮر و دو ﻋﺎﻣﻠﯽ ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﮔﺮوه آﻣﻮزش ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن و ﺗﺎب آوري در ﮐﻨﺘﺮل ﺧﺸﻢ ﺗﻔﺎوت ﻣﻌﻨﯽ داري اﺳﺖ. ﺗﻔﺎوت ﺑﯿﻦ دو ﮔﺮوه اﻓﺮاد ﺑﺎ ﻣﮑﺎن ﮐﻨﺘﺮل دروﻧﯽ و ﺑﯿﺮوﻧﯽ در ﮐﻨﺘﺮل ﺧﺸﻢ و ﺧﺮده ﻣﻘﯿﺎسﻫﺎي آن ﻣﻌﻨﯽ دار ﺷﺪ. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: آﻣﻮزش ﻣﻬﺎرت ﻫﺎي ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن و ﺗﺎب آوري ﻣﺎﻧﻨﺪ ﺳﺎﯾﺮ ﻣﻬﺎرﺗﻬﺎ ﻣﯽ ﺗﻮاﻧﺪ داﻧﺸﺠﻮﯾﺎن را در ﺑﺮاﺑﺮ ﭼﺎﻟﺶﻫﺎي اﯾﻦ دوران واﮐﺴﯿﻨﻪ ﻧﻤﺎﯾﺪ.

One of the emotions that plays an important role in the health of all people is the emotion of anger which is one of the main emotions. The aim of the present study was to compare the effectiveness of emotion regulation and resilience training mediated by locus of control on anger control in medical students. Materials and Methods: This was an experimental study. The statistical population included all medical students randomly divided into three groups of 30 students each by simple and multi-stage cluster sampling. One of the experimental groups received 8 sessions of emotion regulation training and the other 8 sessions of resilience training. Data were collected on all the subjects using the Rotter locus of control and Spielberger's anger and trait questionnaires and analyzed using repeated-measures and two-factors analysis of variance. Results: Analysis of the data showed that there was a statistically significant difference between the emotion regulation and resilience training groups as regards anger control. In addition, the differences between the two groups as regards the locus of internal and external control in controlling anger and its subscales were also significant. Conclusion: Teaching emotion regulation and resilience skills can, like other skills, help greatly students against the challenges of the present era.