1- in Clinical Psychology, Faculty of Psychology, University of Esfehan, Esfehan, Iran;
2- MA in Clinical Psychology, Faculty of Psychology, Islamic Azad University, Yazd, Iran;
3- Professor of Psychology Department, Tehran University of Medical Sciences, Tehran,
2- MA in Clinical Psychology, Faculty of Psychology, Islamic Azad University, Yazd, Iran;
3- Professor of Psychology Department, Tehran University of Medical Sciences, Tehran,
Abstract: (178 Views)
Background and Objectives: Today, education is highly dependent on the academic progress of teenagers and the identification of the factors involved in it , which factors have not only failed to fulfill educational expectations, including learning, but the lack of academic progress has caused problems such as product-oriented, degree-oriented, cheating, School anxiety, perfectionism and procrastination have become common in teenagers . School anxiety and procrastination are among the most important of these issues.. The aim of this study was to compare the effectiveness of solution-focused therapy and dialectical behavior therapy on School adolescents' anxiety and Procrastination.
Methods:
This study was conducted with a semi-experimental method (pre-test and post-test) with a control group. The statistical population includes all high school students in Yazd city in 1400, among whom 200 people were randomly selected according to Solomon and Roth Bloom's academic procrastination questionnaire (Solomon, 1984) and Phillips school anxiety questionnaire (Phillips, 1987).) replied. Then, among these people, 30 people who had a higher score in school anxiety and work procrastination were selected and randomly 10 people were in the dialectical behavior therapy test group, 10 people were in the solution-oriented test group, and 10 people were in They were placed in the control group. Informed and ethical consent was obtained from adolescents and their parents, and they were given an obligation to keep the research information confidential. The two experimental groups were trained for 8 sessions once a week and the control group did not receive any therapeutic intervention. Dialectical behavior therapy training included the protocol and theoretical foundations of Dr. Linehan's techniques. This protocol includes 8 sessions of 60 minutes, the content of which was approved by psychological experts. The solution-oriented therapy sessions were conducted based on Shazer's protocol and theoretical foundations, in which 8 sessions of 90 minutes were performed in a group format.Two weeks after the completion of the treatment sessions, all 30 participants in the research were again given the mentioned questionnaires; finally, by SPSS 22 software, The data were analyzed using the covariance method at a significance level of p<0.05.
Results: In this study, the average age and standard deviation of the behavioral therapy group was 14.84±7.26 years, the solution-oriented group was 15.84±6.26 years, and the control group was 14.94±5.26 years. The results showed that after removing the effect of the pre-test, the results of the covariance analysis showed that the average anxiety difference between the three groups in the post-test was significant (P<0.05). Eta square also showed that both interventions explain 84% of the changes in the school anxiety variable. The results of Shefe's post hoc test showed that there is a significant difference in the variable of school anxiety between the two groups of solution-oriented treatment and dialectical behavior therapy with the control group, but there is no significant difference between the two groups of solution-oriented treatment and dialectical behavior therapy (p<0/ 05). Also, the results showed that after removing the effect of the pre-test, the results of the covariance analysis showed that the difference in the average procrastination between the three groups in the post-test was significant (P<0.05). Eta square also showed that both interventions explain 50% of the changes in the procrastination variable. The results of Shefe's post hoc test showed that there is a significant difference in the variable of work procrastination between the two groups of solution-oriented therapy and dialectical behavior therapy with the control group, but there is no significant difference between the two groups of solution-oriented therapy and dialectical behavior therapy (p<0/ 05).
Conclusion: According to the results of the present study, it can be said that there is no difference between the effectiveness of two solution-oriented treatments and dialectical behavior therapy on school anxiety and academic procrastination, and it can be said that both solution-oriented treatments and dialectical behavior therapy in the treatment of school anxiety and He used academic procrastination
Type of Study: Original Research Article |
Subject:
Psychology
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