نوع مقاله : مقاله علمی
نویسندگان
1 1- گروه روانشناسی، واحد زاهدان، دانشگاه آزاد اسلامی، زاهدان ، ایران
2 گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران
3 گروه آموزش علوم تربیتی،دانشگاه فرهنگیان،تهران، ایران
4 گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The period of secondary high school is associated with academic pressures and developmental challenges, and students in deprived areas, such as Zahedan, face high vulnerability to academic burnout and self-handicapping. The aim of the present study was to compare the effectiveness of two third-generation therapeutic approaches and positive psychology approaches, namely Acceptance and Commitment Therapy (ACT) training and optimism training, on academic burnout, academic self-handicapping, resilience, and psychological empowerment in male high school students in Zahedan.
Method: This applied research was conducted using a quasi-experimental design with a pre-test-post-test and a control group. The statistical population included male high school students in Zahedan during the academic year 1402-1403 [2023-2024]. From this population, 522 individuals were selected via multi-stage cluster sampling and completed the research questionnaire. Among them, 60 students with the highest scores in depression and self-handicapping and the lowest scores in resilience and empowerment were selected and randomly assigned to three groups of 20 (two experimental groups and one control group). The experimental groups received eight 90-minute sessions of Acceptance and Commitment Therapy training and optimism training, respectively. The instruments included the Breso Academic Burnout Questionnaire, Academic Self-Handicapping Questionnaire, Martin and Marsh Academic Resilience Scale, and Mir Kamali and Naranji Psychological Empowerment Questionnaire. Data were analyzed using Analysis of Covariance (ANCOVA) in SPSS software version 18.
کلیدواژهها [English]
)