Abstract: (3493 Views)
Background and Aim: Considering the increase in life expectancy in thalassemia major patients, it can be said that thalassemia children have higher education, needs such as continuing high school education, academic achievement and career opportunities, posting Management has a strong and active presence in social and economic activities that should be considered if thalassemia patients have lower educational performance than normal people. Thalassemia students are suffering from frequent absence from school for treatment and blood transfusions with low academic self-efficacy and test anxiety. Therefore, this study aimed to investigate the effectiveness of group therapy based on admission and commitment on academic self-efficacy and test anxiety in students with thalassemia.
Materials and Methods: The present study was carried out using a semi-experimental two-group (test and QWA) with pre-test, post-test and follow-up design. In this research, the statistical population included all the first and second grade primary school students with thalassemia major in Zahedan who had cases in the Thalassemia department of Ali Asghar Hospital in Zahedan. Cohen's table was used to determine the sample size needed for research. According to the two groups (test and control) and the error rate of 0.005 (a = 0/05) and the volume of the effect equal to 0.005 and the test power was 0/97, the sample was selected for each group of 30 people. The sample was voluntarily selected from among thalassemia students referred to the Thalassemia Department of Ali Asghar Hospital in Zahedan and randomly divided into two experimental groups (30) and a control group (30 or the group in the waiting list of treatment). They were in the experimental group, group intervention therapy and admission interventions were performed in 8 sessions (120 minutes) and no intervention was performed in the control group. The subjects completed the standard instrument of Sarason's anxiety test (1977) and Gink and Morgan's (1999) academic self-efficacy in three stages before intervention, immediately after the intervention and two months after the end of the intervention. Analysis and analysis of the collected data in The significance level (α = 0/05) was determined using SPSS 20 software, using descriptive and inferential statistics (repeated measure ANOVA).
Results: The results showed that the mean scores of academic self-efficacy increased in the experimental group in the pre-test phase in the post-test phase and this increase in academic self-efficacy scores was maintained at the follow-up stage, while the mean score of academic self-efficacy in the control group The three test steps did not differ significantly. Also, the average test anxiety score in the control group was not significantly different in the pre-test with the post-test. The results of the box test with regard to the rate (p = 0/127) for the academic achievement and the rate (p = 0/706) for The test anxiety variables showed that the covariance matrices of the observed variables were equal among the different groups. The results of variance analysis of repeated measures showed that the factor of measuring time in the dependent variable is significant in academic self-efficacy. In other words, increasing the academic self-efficacy scores of the participants during post-test and follow-up (p = 0/001) with an effect size of 0/907, as well as time and group interaction for this variable (p = 0/001) with effect size of 0/920 is meaningful. The data show that the mean post-test difference with the pre-test of academic self-efficacy is significant. On the other hand, the difference between the average follow-up test and the pre-test of academic self-efficacy is significant. In addition, the difference between the follow-up test and the post-test of academic self-efficacy is significant. There was a significant difference between the two groups in the three stages of assessment (p = 0/001) based on variance analysis of repeated measures of academic self-efficacy and test anxiety.
Conclusion: In the field of treatment, emphasizing on the necessity of using new and effective psychological therapies, a group based on admission and commitment based on its nature and function can be used to treat educational variables.
Materials and Methods: The present study was carried out using a semi-experimental two-group (test and QWA) with pre-test, post-test and follow-up design. In this research, the statistical population included all the first and second grade primary school students with thalassemia major in Zahedan who had cases in the Thalassemia department of Ali Asghar Hospital in Zahedan. Cohen's table was used to determine the sample size needed for research. According to the two groups (test and control) and the error rate of 0.005 (a = 0/05) and the volume of the effect equal to 0.005 and the test power was 0/97, the sample was selected for each group of 30 people. The sample was voluntarily selected from among thalassemia students referred to the Thalassemia Department of Ali Asghar Hospital in Zahedan and randomly divided into two experimental groups (30) and a control group (30 or the group in the waiting list of treatment). They were in the experimental group, group intervention therapy and admission interventions were performed in 8 sessions (120 minutes) and no intervention was performed in the control group. The subjects completed the standard instrument of Sarason's anxiety test (1977) and Gink and Morgan's (1999) academic self-efficacy in three stages before intervention, immediately after the intervention and two months after the end of the intervention. Analysis and analysis of the collected data in The significance level (α = 0/05) was determined using SPSS 20 software, using descriptive and inferential statistics (repeated measure ANOVA).
Results: The results showed that the mean scores of academic self-efficacy increased in the experimental group in the pre-test phase in the post-test phase and this increase in academic self-efficacy scores was maintained at the follow-up stage, while the mean score of academic self-efficacy in the control group The three test steps did not differ significantly. Also, the average test anxiety score in the control group was not significantly different in the pre-test with the post-test. The results of the box test with regard to the rate (p = 0/127) for the academic achievement and the rate (p = 0/706) for The test anxiety variables showed that the covariance matrices of the observed variables were equal among the different groups. The results of variance analysis of repeated measures showed that the factor of measuring time in the dependent variable is significant in academic self-efficacy. In other words, increasing the academic self-efficacy scores of the participants during post-test and follow-up (p = 0/001) with an effect size of 0/907, as well as time and group interaction for this variable (p = 0/001) with effect size of 0/920 is meaningful. The data show that the mean post-test difference with the pre-test of academic self-efficacy is significant. On the other hand, the difference between the average follow-up test and the pre-test of academic self-efficacy is significant. In addition, the difference between the follow-up test and the post-test of academic self-efficacy is significant. There was a significant difference between the two groups in the three stages of assessment (p = 0/001) based on variance analysis of repeated measures of academic self-efficacy and test anxiety.
Conclusion: In the field of treatment, emphasizing on the necessity of using new and effective psychological therapies, a group based on admission and commitment based on its nature and function can be used to treat educational variables.
Keywords: Admission and commitment group therapy, Thalassemia major, Academic self-efficacy, Test anxiety
Type of Study: Original Research Article |
Subject:
Rehabilitation
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