fa اثربخشی درمان فراشناختی بر اضطراب صفت-حالت و شکفتگی تحصیلی در دختران داوطلب کنکور سراسری تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">مقدمه:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black"> اضطراب با اثر مخرب بر تحصیل و شکفتگی نیز با افزایش عملکرد تحصیلی همراه است.</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:IRNazanin"><span style="color:black"></span></span></span></span></span></span></span></span> <div style="border-bottom:solid windowtext 1.0pt; padding:0cm 0cm 1.0pt 0cm"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">هدف:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">بررسی اثربخشی درمان فراشناختی بر اضطراب صفت-حالت و شکفتگی تحصیلی در دختران داوطلب کنکور سراسری شهر زرین شهر است.</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:IRNazanin"><span style="color:black"></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">روش:</span></span></b> <span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش‌آزمون، پس‌آزمون، پیگیری و گروه کنترل است. جامعه آماری شامل کلیه دختران داوطلب کنکور سراسری شهر زرین شهر در سال ۱۴۰۲ بود که از میان آن</span></span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:"><span style="color:black">&not;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">ها ۳۰ نفر به روش نمونه‌گیری در دسترس انتخاب و با گمارش تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار پژوهش شامل پرسشنامه اضطراب صفت-حالت اسپیلبرگر و شکفتگی تحصیلی دینر_بیسواز و دینر بود. مداخله درمانی گروه آزمایش شامل ۸ جلسه درمان فراشناختی هفته</span></span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:"><span style="color:black">&not;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">ای دو جلسه به مدت ۹۰ دقیقه برگزار شد. گروه کنترل نیز در لیست انتظار قرار گرفتند و درمانی دریافت نکردند. پس از پایان مداخله از هر دو گروه پس‌آزمون و ۴۰ روز بعد پیگیری انجام شد. داده</span></span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:"><span style="color:black">&not;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">های جمع‌آوری‌شده با ابزار روش تحلیل نرم افراز اس پی اس اس ۲۳ و با روش اندازه‌گیری مکرر تحلیل شد</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">. </span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:IRNazanin"></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">یافته‌‌ها:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">بین دو گروه آزمایش و کنترل در نمره اضطراب صفت_حالت و شکفتگی تحصیلی تفاوت معناداری وجود دارد. بدین‌صورت که درمان فراشناختی سبب کاهش اضطراب صفت-حالت و افزایش شکفتگی تحصیلی در گروه آزمایش شد</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">. </span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:IRNazanin"><span style="color:black"></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">نتیجه‌‌گیری: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">درمان فراشناختی در کاهش اضطراب صفت-حالت و افزایش شکفتگی تحصیلی دختران داوطلب کنکور سراسری اثر دارد. با به‌کارگیری این مداخله در مدارس می</span></span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:"><span style="color:black">&not;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">توان دانش‌آموزان را به مهارت</span></span></span><span lang="FA" style="font-size:12.0pt"><span cambria="" style="font-family:"><span style="color:black">&not;</span></span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""><span style="color:black">های لازم جهت کاهش اضطراب صفت-حالت و ارتقای شکفتگی تحصیلی مجهز نمود.</span></span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:IRNazanin"><span style="color:black"></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,">&nbsp;&nbsp;</span></span></span></span></span></div> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Introduction:</span></b> <span new="" roman="" style="font-family:" times="">Anxiety has a detrimental impact on academic performance, while flourishing is associated with enhanced academic achievement. </span><b><span style="font-family:"Times New Roman","serif""></span></b></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Aim:</span></b><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"> This study aims to investigate the effectiveness of metacognitive therapy on state-trait anxiety and academic flourishing in female candidates of the national university entrance exam in Zarinshahr. </span></span></span>&nbsp;<span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222"></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Method:</span></b> <span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">The present study is a quasi-experimental design with pre-test, post-test, follow-up, and control group. The statistical population included all female candidates for the national university entrance exam in Zarrinshahr in 2023. From this population, 30 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included the Spielberger State-Trait Anxiety Inventory (STAI) and the Diener-Biswaas and Diener Academic Flourishing Scale. The experimental group underwent an intervention consisting of eight sessions of metacognitive therapy, held twice a week for 90 minutes per session. The control group was placed on a waiting list and received no treatment. Post-tests were conducted for both groups after the intervention, followed by a 40-day follow-up. Data were analyzed using SPSS version 23 and repeated measures analysis. </span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Results:</span></b> <span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">There was a significant difference between the experimental and control groups in state-trait anxiety and academic flourishing scores. Specifically, metacognitive therapy reduced state-trait anxiety and increased academic flourishing in the experimental group.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Conclusion:</span></b><span new="" roman="" style="font-family:" times=""> Metacognitive therapy is effective in reducing state-trait anxiety and enhancing academic flourishing among female university entrance exam candidates. Implementing such interventions in schools can equip students with the necessary skills to lower anxiety and promote academic flourishing.</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span new="" roman="" style="font-family:" times="">Keywords:</span></b> <span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">Academic Flourishing, Female Students, Metacognitive Therapy, State-Trait Anxiety</span></span></span><span style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#222222">.</span></span></span></span><span style="font-size:8.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span> کلیدواژه‌‌ها: اضطراب صفت-حالت, دختران, درمان فراشناختی, شکفتگی تحصیلی.       Metacognitive Therapy, State-Trait Anxiety, Academic Flourishing, Female Students 131 149 http://shenakht.muk.ac.ir/browse.php?a_code=A-10-2975-1&slc_lang=fa&sid=1 Mohadese Eslami محدثه اسلامی mohadeseh.eslami96@gmail.com 100319475328460018225 100319475328460018225 No M.A. Graduate in Career Counseling, Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran کارشناسی ارشد مشاوره شغلی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران Zohreh Ranjbarkohan زهره رنجبرکهن Zohreh_300@yahoo.com 100319475328460018226 100319475328460018226 Yes Corresponding Author. Assistant Professor, Department of Psychology, Amin Institute of Higher Education, Fooladshahr, Isfahan استادیار گروه روانشناسی، موسسه آموزش عالی امین فولادشهر، اصفهان، ایران