تاثير روش تنش زدايي بر اضطراب ، پيشرفت تحصيلي و حافظه كودكان دبستاني

EVALUATION OF THE RELAXATION EFFECTS ON THE CHILDRENʹS ANXIETY,SCHOOL PERFORMANCE AND MEMORY

This research is done with the purpose of investigating the effects of progressive relaxation training-inspired from methods based on Jacobson (1983), Rimm and Masters (1974), Wolpe and Lazarus (1960) theories and provided by Morris et at. for children on anxiety, auditory-verbal memory and average of studentsʹ final scores. The variables taken into account are: progressive relaxation training as independant variable and studentsʹ average scores and studentsʹ performance in auditory-verbal memory as dependant variables. From 19 educational districts of Tehran province, 4th district is choosen randomly. Then, four primary schools and from each school two classes including boy students of 4 and 5 grade are selected randomly too. On the basis of findings being accessed through implementing Reynolds ʹ Anxiety Scale, classes are matched so that two groups of four calsses including 140 and 146 students formed respectively control and experimental groups in order to administer the auditory-verbal memory to them. After being instructed in progressive relaxation training, teachers of the experimental group train their students in turn. At an interval of five months and during 120 sessions, students practice once within the study hours under teacher supervision. In order to analyse data being gathered from post-test condition, besides descriptive statistical methods such as ANOVA and t-test is used Results indicate the independent variable effect on decreasing anxiety level in the experimental group. Furthemore it was clarified that progressive relaxation training, as a controlling method could promote efficacy of students with different degrees of anxiety level and through its general effect on organism leads to a better adaptation for the majority of the experimental group. However its efficacy could be altered within the framework of children mental life as an integrative and developing system. In general, the findings are consistant with many studies indicating the significant role of schools in promoting studentsʹ mental health. Findings are also crystalized the necessity of instructing the methods dealing with self-control on the stage of primary prevention.