Document Type : Research Paper
Authors
1 Ms.c student, Department of Psychology, Mobarakeh Branch, Islamic Azad University, Mobarakeh, Isfahan. Iran
2 Visiting Professor, Department of Psychology, Mobarakeh Branch, Islamic Azad University, Mobarakeh, Isfahan, Iran
Abstract
Middle school students face countless challenges on their way to study, which affect their motivation and academic conditions, so they need the necessary training in order to manage daily stress and the ability to face difficult situations at school; Therefore the present study was conducted with the aim of determining the effectiveness of academic resilience on academic procrastination, school engagement, and anxiety among secondary school students in Isfahan city.The method of the current research was experimental with a pre-test-post-test design with a control group.The statistical population includes all high school students of Isfahan city in the academic year of 2023, of which 30 people were randomly selected in a cluster and finally randomly placed in two experimental groups and a control group (15 people each).Data collection tools included the academic procrastination questionnaires of Solomon and Rothblum(1984), school engagement’s Wang, Wigfield and Eccles(2011), anxiety by Beck et al(1998). The academic resilience training package taken from the research of Yousef Vand(2019) and Yarahamdi et al(2018) was implemented on the experimental group during 10 sessions of 60 minutes. The obtained findings were analyzed using spss-22 software at two levels of descriptive statistics (mean, standard deviation) and at the level of inferential statistics (analysis of covariance).The results showed that academic resilience training has a significant effect on academic academic procrastination, school engagement, and anxiety among secondary school students in Isfahan city(p≥0.05).Based on the obtained results, it can be concluded that academic resilience training can be used as an effective intervention method by school counselors
Keywords
Main Subjects
اصغر نژاد، نجف، مسعودیان، پریسا، موسویان زاده، عالم. (1401). بررسی رابطه اشتیاق به مدرسه و فرهنگ مدرسه با بهزیستی تحصیلی دانش‌آموزان دختر متوسطه اول و دوم شهر دهدشت. فصلنامه نظریه و عمل در تربیت معلمان دانشگاه فرهنگیان، 8(14)، 161-187. https://itt.cfu.ac.ir/article_2597.htm
جعفر پور، فرزانه. (1399). رابطه اشتیاق تحصیلی با اهمال‌کاری تحصیلی دانش‌آموزان با نقش میانجی انگیزه پیشرفت دانش‌آموزان. پنجمین کنفرانس ملی رویکردهای نوین در آموزش و پژوهش، محمودآباد، https://civilica.com/doc/1152916.
رضایی، سمیرا، و عرفانی، نصرالله. (1400). اثربخشی آموزش تاب‌آوری تحصیلی بر خودپنداره و خودکارامدی تحصیلی دانشجویان. پنجمین کنفرانس ملی روانشناسی (علم زندگی)، شیراز،https://civilica.com/doc/1441514
زاهد، عادل، کریمی یوسفی، هایده، معنی کیا، مهدی. (1392). ویژگی‌های روان‌سنجی مقیاس اشتیاق به مدرسه. فصلنامة مطالعات آموزشی و آموزشگاهی، 2(7)، 55-70. https://ensani.ir/fa/article/466435
سرائی، رضا و یوسفی، فاطمه. (1402). مدل علّی پیش‌بینی اهمال‌کاری تحصیلی بر اساس ریشه‌های والدینی و مؤلفه‌های خود ناهمخوانی با نقش واسطه‌ای احساس تعلق به مدرسه. فصلنامه فرهنگ مشاوره و روان‌درمانی، 14(55)، 91-124. https://doi.org/10.22054/qccpc.2023.69624.2998
سهیلی سالک، زهره، فرخی، نورعلی، و پوشنه، کامبیز. (1401). اثربخشی آموزش تحول مثبت نوجوانی بر سرمایه‌های روا نشناختی و اضطراب نوجوانان. فصلنامه پژوهش‌های نوین روان‌شناختی، 17(67)، 157-166. https://psychologyj.tabrizu.ac.ir/article_15315.html
ظاهری، الهام. (1397). بررسی رابطه اضطراب و استرس اجتماعی با احساس تعلق به مدرسه در نوجوانان پسر و دختر در مقطع تحصیلی متوسطه دوم شهر کرمانشاه. دوازدهمین کنفرانس بین‌المللی روانشناسی و علوم اجتماعی، کرج، https://civilica.com/doc/827093.
علیزاده، محمد، کارشکی، حسین، و بردبار، مریم. (1401). نقش میانجی تاب‌آوری تحصیلی و راهبردهای تنظیم شناختی هیجان در رابطه بین حمایت اجتماعی والدین، معلمان و همکلاسی‌ها با اهمال‌کاری تحصیلی. مجلة مطالعات آموزش و یادگیری، 14(1)، 243-263. https://jsli.shirazu.ac.ir/article_6751.html
قهرمانی، ساره، حسین زاده تقوایی، مرجان، و ذاکری پور، غلامرضا. (1401). اثربخشی گروه‌درمانی شناختی رفتاری بر اضطراب و تعدیل طرح‌واره‌های ناسازگار اولیه در دانش‌آموزان دوره متوسطه. رویش روانشناسی، ۱۱ (۹)، ۱۰۳-۱۱۴. http://frooyesh.ir/article-1-4059-fa.html
کابینی مقدم، سلیمان، انتصارفومنی، غلامحسین، حجازی، مسعود، و اسدزاده، حسن. (1397). اثربخشی آموزش راهبرد یادگیری خودگردان در افزایش سرزندگی تحصیلی و وجدان تحصیلی دانش‌آموزان اهمال‌کار. فصلنامه روانشناسی تربیتی، 14(50)، 171-193. https://doi.org/10.22054/jep.2019.37913.2510
یاراحمدی، یحیی، نادری، ناهید، اکبری، مریم، و یعقوبی، ابوالقاسم. (1398). اثربخشی برنامه آموزشی مبتنی بر تاب‌آوری تحصیلی در تعلل ورزی تحصیلی و عملکرد تحصیلی دانش‌آموزان. تدریس پژوهی، 7(1)، 233-249. https://trj.uok.ac.ir/article_61063.html
یوسف وند، مهدی. (1397). تدوین مدل تاب‌آوری تحصیلی و اثربخشی آموزش مبتنی بر این مدل بر خودارزشمندی تحصیلی، هیجان‌های تحصیلی (مثبت - منفی) و پایستگی تحصیلی دانشجویان. پایان‌نامه دکتری تخصصی روانشناسی تربیتی، دانشگاه لرستان.
Alizadeh, M., Karsheki, H., & Bardbar, M. (2022). The mediating role of academic resilience and cognitive emotion regulation strategies in the relationship between social support of parents, teachers and classmates and academic procrastination. Journal of Education and Learning Studies, 14(1), 243-263. https://jsli.shirazu.ac.ir/article_6751.html [In Persian]
Anjum, A., Hossain, S., Hasan, M. T., Uddin, M. E., & Sikder, M. T. (2022). Anxiety among urban, semi-urban and rural school adolescents in Dhaka, Bangladesh: Investigating prevalence and associated factors. Plos one, 17(1), e0262716. https://doi.org/10.1371/journal.pone.0262716
Appleton, L. (2020). Academic libraries and student engagement: A literature review. New Review of Academic Librarianship, 26(2-4), 189-213. https://doi.org/10.1080/13614533.2020.1784762
Arrebola-Moreno, A. L., Garcia-Retamero, R., Catena, A., Marfil-Álvarez, R., Melgares-Moreno, R., & Ramírez-Hernández, J. A. (2014). On the protective effect of resilience in patients with acute coronary syndrome. International Journal of Clinical and Health Psychology, 14(2), 111-119. https://doi.org/10.1016/S1697-2600(14)70044-4
Asghar Nejad, N., Masoudian, P., & Mousavianzadeh, A. (2022). Investigating the relationship between enthusiasm for school and school culture with the academic well-being of first and second high school female students in Dehdasht city. Quarterly Journal of Theory and Practice in Teacher Education of Farhangian University, 8(14), 161-187. https://itt.cfu.ac.ir/article_2597.htm[In Persian]
Bastounis, A., Callaghan, P., Banerjee, A., & Michail, M. (2016). The effectiveness of the Penn Resiliency Programme (PRP) and its adapted versions in reducing depression and anxiety and improving explanatory style: A systematic review and meta-analysis. Journal of adolescence, 52, 37-48. https://doi.org/10.1016/j.adolescence.2016.07.004
Beck, A. T., Epstein, N., Brown, G., & Steer, R. A. (1988). An inventory for measuring clinical anxiety: Psychometric properties. Journal of Consulting and Clinical Psychology, 56(6), 893–897. https://doi.org/10.1037/0022-006X.56.6.893
Brown, A. D. (2020). Academic Resilience of Students in a Virginia Residential Treatment Facility. Doctoral dissertation, Northcentral University. https://www.proquest.com/openview/5348d101d03438aa9d8ab7e455d973fe/1?pq-origsite=gscholar&cbl=44156
Cahyani, L. M., Kristiani, K., & Sabandi, M. (2023). The phenomenon of academic procrastination during the Covid-19 pandemic influenced by academic resilience and social support. Pegem Journal of Education and Instruction, 13(1), 41-49. https://doi.org/10.47750/pegegog.13.01.05
D’Agati, E., Curatolo, P., & Mazzone, L. (2019). Comorbidity between ADHD and anxiety disorders across the lifespan. International Journal of Psychiatry in Clinical Practice, 23(4), 238-244. https://doi.org/10.47750/pegegog.13.01.05
Derakhshan, M., Maktabi, G H., Alizadeh, M., & Abdi Shahivand, S. (2022). Investigating the relationship between intelligence believe and academic procrastination with mediating role of social cognition. Education Strategies in Medical Sciences, 15 (2), 100-110. http://edcbmj.ir/article-1-1788-en.html [In Persian]
Fang, S., & Ding, D. (2020). The efficacy of group-based acceptance and commitment therapy on psychological capital and school engagement: A pilot study among Chinese adolescents. Journal of contextual behavioral science, 16, 134-143. https://doi.org/10.1016/j.jcbs.2020.04.005
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59 (2), 117-142. https://doi.org/10.3102/00346543059002117
Ghahremani, S., Hosseinzadeh Taghvaei, M., Zakaripour, Gh. (2022). Effectiveness of cognitive behavioral therapy group on anxiety and adjustment of primary maladaptive schemas in middle school students. Development of Psychology, 11 (9), 103-114. http://frooyesh.ir/article-1-4059-fa.html [In Persian]
Herbert, H. S., & Manjula, M. (2022). Resilience based intervention to promote mental health of college students: A preliminary feasibility study from India. Mental Health & Prevention, 26, 200239. https://doi.org/10.1016/j.mhp.2022.200239
Jafarpour, F. (2020). The relationship between academic enthusiasm and students' academic procrastination with the mediating role of students' progress motivation. The 5th National Conference on New Approaches in Education and Research, Mahmudabad, https://civilica.com/doc/1152916. [In Persian]
Jongen, C. S., McCalman, J., & Bainbridge, R. G. (2020). A systematic scoping review of the resilience intervention literature for indigenous adolescents in CANZUS nations. Frontiers in public health, 7, 351. https://doi.org/10.3389/fpubh.2019.00351
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of advances in medical education & professionalism, 2(1), 33. https://pmc.ncbi.nlm.nih.gov/articles/PMC4235534 [In Persian]
Kandemir, M. (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188-193. https://doi.org/10.1016/j.sbspro.2014.09.179
Masten, M. A (2011). Oxford handbook of positive psychology and academic resiliensi. Oxford University Press. pp. 217–224
Mesrabadi, J., Mohammadalizadeh nobar, S., & Mashhooni, S. (2023). A comparative study on the addiction to mobile social networking and academic stress in procrastinating and non-procrastinating student. Education Strategies in Medical Sciences, 15 (6), 556-567. http://edcbmj.ir/article-1-2179-en.html [In Persian]
Mirza, M. S., & Arif, M. I. (2018). Fostering Academic Resilience of Students at Risk of Failure at Secondary School Level. Journal of Behavioural Sciences, 28(1). https://d1wqtxts1xzle7.cloudfront.net/87654678/03_v28_1_18-libre.pdf?
Mwangi, C.N., Okatcha, F.M., Kinai, T.K., & Ireri, A.M. (2021).Relationship between academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. https://kerd.ku.ac.ke/handle/123456789/1271
Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325-338. https://doi.org/10.1177/01650254209111
Rezaei, S., & Erfani, N. (2021). The effectiveness of academic resilience training on students' self-concept and academic self-efficacy. The 5th National Conference of Psychology (Life Science), Shiraz, https://civilica.com/doc/1441514. [In Persian]
Rich, B. A., Starin, N. S., Senior, C. J., Zarger, M. M., Cummings, C. M., Collado, A., & Alvord, M. K. (2022). Improved resilience and academics following a school-based resilience intervention: A randomized controlled trial. Evidence-Based Practice in Child and Adolescent Mental Health, 1-17. https://doi.org/10.1080/23794925.2022.2025630
Rodríguez-Fernández, A., Ramos-Díaz, E., & Axpe-Saez, I. (2018). The role of resilience and psychological well-being in school engagement and perceived academic performance: An exploratory model to improve academic achievement. Health and academic achievement, 18(1), 159-176. https://doi.org/10.5772/intechopen.73580
Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European journal of investigation in health, psychology and education, 11(2), 334-344. https://doi.org/10.3390/ejihpe11020025
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, Cognitive, and Behavioral Differences between High and Low Procrastinators. Journal of Counseling Psychology, 33, 387-394. https://doi.org/10.1037/0022-0167.33.4.387
Santyasa, I. W., Rapi, N. K., & Sara, I. (2020). Project Based Learning and Academic Procrastination of Students in Learning Physics. International Journal of instruction, 13(1), 489-508. https://doi.org/10.29333/iji.2020.13132a
Saraei, R., & Yousefi, F. (2023). Causal model of predicting academic procrastination based on parental roots and self-discrepancy components with the mediating role of sense of belonging to school. Counseling and Psychotherapy Culture Quarterly, 14(55), 124-91. https://doi.org/10.22054/qccpc.2023.69624.2998[In Persian]
Shayegan, M. (2022). THE effectiveness of emotional intelligence training on academic procrastination and academic vitality of high school students. Journal of Psychology New Ideas, 12 (16), 1-12. http://jnip.ir/article-1-711-en.html [In Persian]
Soheili Salak, Z., Farokhi, N., & Posneh, k. (2022). The effectiveness of positive adolescent development training on psychological capital and anxiety of adolescents. New Psychological Research Quarterly, 17(67), 157-166. https://psychologyj.tabrizu.ac.ir/article_15315.html [In Persian]
Sun, J., Liang, K., Chi, X., & Chen, S. (2021). Psychometric properties of the generalized anxiety disorder scale-7 item (GAD-7) in a large sample of Chinese adolescents. In Healthcare 9(12), 1709. https://doi.org/10.3390/healthcare9121709
Tang, X., Upadyaya, K., & Salmela-Aro, K. (2021). School burnout and psychosocial problems among adolescents: Grit as a resilience factor. Journal of Adolescence, 86, 77-89. https://doi.org/10.1016/j.adolescence.2020.12.002
Tran, T. D., Kaligis, F., Wiguna, T., Willenberg, L., Nguyen, H. T. M., Luchters, S., ... & Fisher, J. (2019). Screening for depressive and anxiety disorders among adolescents in Indonesia: Formal validation of the centre for epidemiologic studies depression scale–revised and the Kessler psychological distress scale. Journal of affective disorders, 246, 189-194. https://doi.org/10.1016/j.jad.2018.12.042
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wang, Q., Kou, Z., Du, Y., Wang, K., & Xu, Y. (2022). Academic Procrastination and negative emotions among adolescents during the COVID-19 pandemic: the Mediating and buffering effects of online-shopping addiction. Frontiers in Psychology, 12, 6340. https://doi.org/10.3389/fpsyg.2021.789505
Yang, M. Y., Chen, Z., Rhodes, J. L., & Orooji, M. (2018). A longitudinal study on risk factors of grade retention among elementary school students using a multilevel analysis: Focusing on material hardship and lack of school engagement. Children and Youth Services Review, 88, 25-32. https://doi.org/10.1016/j.childyouth.2018.02.043
Yarahmadi, Y., Naderi, N., Akbari, M., & Yaqoubi, A. (2019). The effectiveness of educational program based on academic resilience in academic procrastination and academic performance of students. Teaching Research, 7(1), 233-249. https://trj.uok.ac.ir/article_61063.html [In Persian]
Youssef vand, M. (2018). Development of academic resilience model and the effectiveness of education based on this model on academic self-worth, academic emotions (positive-negative) and academic persistence of students. Doctoral thesis in educational psychology, Lorestan University. [In Persian]
Yu, C., Xie, Q., Lin, S., Liang, Y., Wang, G., Nie, Y., ... & Longobardi, C. (2020). Cyberbullying victimization and non-suicidal self-injurious behavior among Chinese adolescents: school engagement as a mediator and sensation seeking as a moderator. Frontiers in psychology, 11, 572521. https://doi.org/10.3389/fpsyg.2020.572521
Zahedi, A., Karimi Yousefi, H., Moeinikia, M. (2013). Psychometric characteristics of school enthusiasm scale. Educational and School Studies Quarterly, 2(7), 55-70. https://ensani.ir/fa/article/466435 [In Persian]
Zaheri, E. (2018). Investigating the relationship between anxiety and social stress with the feeling of belonging to school in boys and girls in the second secondary education level of Kermanshah city. The 12th International Conference on Psychology and Social Sciences, Karaj, https://civilica.com/doc/827093. [In Persian]
Zhang, C., & Zhang, W. (2022). The impact of academic procrastination on second language writing: the mediating role of L2 writing anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851120
Zhang, X., Chen, K., Wang, M., & Chen, C. (2022). The Relationship between Academic Procrastination and Internet Addiction in College Students: The Multiple Mediating Effects of Intrusive Thinking and Depression-Anxiety-Stress. Psychology, 13(4), 591-606. https://doi.org/10.4236/psych.2022.134040
Zhu, X., Tian, L., Zhou, J., & Huebner, E. S. (2019). The developmental trajectory of behavioral school engagement and its reciprocal relations with subjective well-being in school among Chinese elementary school students. Children and Youth Services Review, 99, 286-295. https://doi.org/10.1016/j.childyouth.2019.01.024
)