مقايسه اثربخشي آموزش فنون مبتني بر ذهن آگاهي و يادگيري خودتنظيمي بر كاهش اضطراب امتحان دانشجويان دختر

Compare the effectiveness of mindfulness-based techniquesand and Self-regulated learning Training on Test Anxiety among Female Students

هدف پژوهش، مقايسه اثربخشي آموزش فنون مبتني بر ذهن ­آگاهي و يادگيري خودتنظيمي بر كاهش اضطراب امتحان دانشجويان دختر مي­ باشد. براي تحقق اين هدف روش پژوهش از نوع طرح شبه آزمايشي و جامعه ­ي آماري،كليه دانشجويان دختر مركز آموزش عالي زينب كبري كازرون به تعداد 193 نفر بوده­اند؛ از اين تعداد به روش نمونه ­گيري هدفمند 66 نفر از دانشجوياني كه داراي اضطراب امتحان بالا شناخته شدند به عنوان نمونه انتخاب و سپس به صورت تصادفي در 3 گروه 22 نفره تحت آموزش هاي ذهن آگاهي و خود تنظيمي و گروه كنترل قرار گرفتند. براي گردآوري اطلاعات از پرسشنامه­ ي اضطراب امتحان ابوالقاسمي و همكاران (1385) استفاده شد. تحليل داده ­ها از طريق آزمون­ تحليل واريانس يك راهه و تعقيبي توكي انجام گرديد. يافته ­هاي پژوهش نشان داد كه ارائه آموزش ­هاي ذهن­ آگاهي و يادگيري خودتنظيمي به دانشجويان بر كاهش اضطراب امتحان آنان موثر مي­باشد و آموزش ذهن ­آگاهي نسبت به آموزش ­هاي خودتنظيمي بر كاهش اضطراب دانشجويان داراي اثربخشي بيشتري است.

The present study seeks, as its main purpose, to investigate the effectiveness of Mindfulness-based techniquesand and self-adjustment training on test anxiety among the female students. To this purpose, a quasi-experimental method was used. The statistical population of this research included 193 female students of Zeinab-e Kobra Higher Education Center of Kazeroon from among which 66 students who had higher exam anxiety scores according to the anxiety test were selected through purposeful sampling and then they were randomly subdivided into three groups of 22; namely mind-consciousness training, self-adjustment training, and the control group, respectively. The research design was of a (quasi-experimental) semi-experimental type where a test anxiety questionnaire by Abolqasemi et.al. (2006) was used for collecting the data. The data analysis was conducted through one-way variance analysis, and Tuky post hoc test. The findings of the study indicated that offering (providing) mind-consciousness and self-adjustment trainings to these students were effective in reducing their test anxiety and that the former training proved to be more effective compared to the latter in terms of reducing the stress among the students.