اثربخشی آموزش پذیرش خویشتن بر احساس خودارزشمندی و کمال‌گرایی دانش‌آموزان تیزهوش

نویسندگان

    الهام فردی دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
    مریم اساسه * گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران m.asaseh@iau.ac.ir
    لیلا کاشانی وحید گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
    پارسا عزیزی گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
https://doi.org/10.61838/kman.longevity.77

کلمات کلیدی:

آموزش پذیرش خویشتن, احساس خودارزشمندی, کمال‌گرایی, دانش‌آموزان تیزهوش

چکیده

این پژوهش با هدف بررسی اثربخشی آموزش پذیرش خویشتن بر احساس خودارزشمندی و کمال‌گرایی در دانش‌آموزان دختر تیزهوش انجام شد. روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه گواه بود. جامعه آماری شامل دانش‌آموزان دختر تیزهوش شهر تهران در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود که از میان آن‌ها ۳۰ نفر به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در دو گروه آزمایش و گواه (هر گروه ۱۵ نفر) تقسیم شدند. گروه آزمایش طی ۲۰ جلسه ۶۰ دقیقه‌ای آموزش پذیرش خویشتن را دریافت کرد، در حالی که گروه گواه مداخله‌ای دریافت نکرد. ابزارهای پژوهش شامل پرسشنامه احساس خودارزشمندی کروکر و همکاران (۲۰۰۳) و پرسشنامه کمال‌گرایی چندبعدی فلت و هویت (۱۹۹۱) بود. داده‌ها با استفاده از تحلیل کواریانس آمیخته مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که آموزش پذیرش خویشتن به‌طور معناداری موجب افزایش مؤلفه‌های مختلف احساس خودارزشمندی شامل حمایت خانواده، شایستگی علمی، ظاهر جسمانی، عشق معنوی و تأیید اجتماعی در گروه آزمایش نسبت به گروه گواه شد. همچنین این مداخله منجر به کاهش معنادار کمال‌گرایی خودمدار گردید، در حالی که تأثیر معناداری بر کمال‌گرایی دیگرمدار و جامعه‌مدار مشاهده نشد. نتایج پیگیری نیز پایداری اثرات مداخله را تأیید کرد. در مجموع، یافته‌ها نشان می‌دهد آموزش پذیرش خویشتن می‌تواند به‌عنوان یک مداخله روان‌شناختی مؤثر در ارتقای خودارزشمندی و کاهش ابعاد ناسازگار کمال‌گرایی در دانش‌آموزان تیزهوش مورد استفاده قرار گیرد. این نتایج اهمیت توجه به مداخلات مبتنی بر خودپذیری را در بهبود سلامت روان و سازگاری این گروه از دانش‌آموزان برجسته می‌سازد.

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۱۴۰۴/۱۲/۲۹

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۱۴۰۴/۱۱/۰۲

بازنگری

۱۴۰۴/۱۲/۱۰

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۱۴۰۴/۱۲/۱۷

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ارجاع به مقاله

فردی ا.، مریم اساسه، کاشانی وحید ل. .، و عزیزی پ. . (1404). اثربخشی آموزش پذیرش خویشتن بر احساس خودارزشمندی و کمال‌گرایی دانش‌آموزان تیزهوش. طول عمر، 3(4)، 1-18. https://doi.org/10.61838/kman.longevity.77

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