fa اثربخشی آموزش پویش روانی مبتنی بر رویکرد اسلامی بر تنظیم هیجان دانش آموزان دختر دبیرستانی عمومى General پژوهشی-کمی Quantitative-Research <span style="font-size:11.5pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span lang="AR-SA" style="font-size:12.0pt">مقدمه:</span></b> <span lang="AR-SA" style="font-size:12.0pt">تنظیم هیجان </span><span lang="FA" style="font-size:12.0pt">پیوندهای یکپارچه با اندیشه، معنویت، نگرش دینی و سلامت روان دارد. لذا</span> <span lang="AR-SA" style="font-size:12.0pt">هدف</span> <span lang="FA" style="font-size:12.0pt">این</span> <span lang="AR-SA" style="font-size:12.0pt">پژوهش بررسی اثر بخشی آموزش پویش روانی مبتنی بر رویکرد اسلامی بر </span><span lang="AR-SA" style="font-size:12.0pt">تنظیم هیجان </span><span lang="AR-SA" style="font-size:12.0pt">دانش آموزان دختر دبیرستانی بود. </span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span lang="AR-SA" style="font-size:12.0pt">روش کار:</span></b><span lang="AR-SA" style="font-size:12.0pt"> مطالعه حاضر نیمه آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پی&shy;گیری با گروه گواه انجام شد. جامعه آماری این پژوهش، شامل کلیه دانش آموزان دختر مقطع تحصیلی دوم دبیرستان شهر کرمان در سال 1401 بودند</span><span dir="LTR" style="font-size:12.0pt">.</span><span lang="AR-SA" style="font-size:12.0pt"> تعداد 30 نفر دانش آموز به شیوه خوشه&shy;ای تصادفی و تخصیص تصادفی ساده انتخاب و در گروه آزمایش وگواه&nbsp; قرار گرفتند</span> <span lang="AR-SA" style="font-size:12.0pt">(هر گروه 15 نفر). جمع آوری داده&shy;ها با استفاده از فرم جمعیت شناختی و پرسش&shy;نامه</span><span lang="AR-SA" style="font-size:12.0pt"> تنظیم شناختی هیجان </span><span dir="LTR" lang="AR-SA" style="font-size:12.0pt">&lrm;</span><span lang="AR-SA" style="font-size:12.0pt">انجام شد. پس از اجرای پیش&shy;آزمون، گروه آزمایش تحت 12 جلسه </span><span lang="FA" style="font-size:12.0pt">90</span><span lang="AR-SA" style="font-size:12.0pt"> دقیقه&shy;ای </span><span lang="AR-SA" style="font-size:12.0pt">برنامه </span><span lang="AR-SA" style="font-size:12.0pt">پویش روانی مبتنی بر رویکرد اسلامی قرار گرفتند. ابزار توسط&nbsp; گروه آزمایش و گواه در 3 مرحله مطالعه تکمیل گردید. تحلیل داده&shy;ها در نرم افزار </span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">SPSS-24</span></span> <span lang="FA" style="font-size:12.0pt">در </span><span lang="AR-SA" style="font-size:12.0pt">سطح معناداری</span> <span lang="AR-SA" style="font-size:12.0pt">05/0></span><span dir="LTR" style="font-size:12.0pt">p</span><span style="font-size:12.0pt"> انجام شد. </span></span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span lang="AR-SA" style="font-size:12.0pt">یافته &shy;ها:</span></b> <span lang="AR-SA" style="font-size:12.0pt">نتایج نشان داد که میانگین نمرات تنظیم هیجان دوگروه آزمایش و گواه به ترتیب در مرحله پیش‌آزمون </span><span lang="FA" style="font-size:12.0pt">90/10</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">60/97</span><span lang="AR-SA" style="font-size:12.0pt">، </span><span lang="FA" style="font-size:12.0pt">95/10</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">67/98</span><span lang="AR-SA" style="font-size:12.0pt">؛ پس&shy;آزمون </span><span lang="FA" style="font-size:12.0pt">18/12</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">01/145</span><span lang="AR-SA" style="font-size:12.0pt">، </span><span lang="FA" style="font-size:12.0pt">97/8</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">80/109</span> <span lang="AR-SA" style="font-size:12.0pt">و پی&shy;گیری 89/10&shy;</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">53/142</span><span lang="AR-SA" style="font-size:12.0pt">، </span><span lang="FA" style="font-size:12.0pt">15/9</span><span lang="AR-SA" style="font-size:12.0pt">&shy;</span><span dir="LTR" style="font-size:12.0pt"><span calibri="" style="font-family:">&plusmn;</span></span><span lang="FA" style="font-size:12.0pt">80/110</span><span lang="AR-SA" style="font-size:12.0pt"> بود. بر‌اساس </span><span lang="AR-SA" style="font-size:12.0pt">آنالیز واریانس دوطرفه با اندازه&shy;گیری&shy;های مکرر</span><span lang="AR-SA" style="font-size:12.0pt"> بین دوگروه از لحاظ نمرات تنظیم هیجان تفاوت معنی‌دار وجود داشت (001/0></span><span dir="LTR" style="font-size:12.0pt">p</span><span lang="AR-SA" style="font-size:12.0pt">)</span><span dir="LTR" style="font-size:12.0pt">.</span><span lang="AR-SA" style="font-size:12.0pt"></span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span lang="AR-SA" style="font-size:12.0pt">نتیجه &shy;گیری:</span></b> <span lang="AR-SA" style="font-size:12.0pt">با توجه به تأثیر آموزش پویش روانی مبتنی بر رویکرد اسلامی به‌شیوه گروهی بر افزایش تنظیم هیچان دانش آموزان دختر مقطع دبیرستان توصیه می‌شود در اکثر مدارس، این آموزش در قالب برنامه‌های مدون به دانش آموزان دختر ارائه گردد</span><span dir="LTR" style="font-size:12.0pt">.</span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span><br> <br> <br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><span dir="LTR" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> Emotion regulation has integral links with thought, spirituality, religious attitude, and mental health. Therefore, this research aimed to investigate the effectiveness of the </span></span><span style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#202122">psychodynamics</span></span></span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> training based on the Islamic approach to emotional regulation of female high school students.</span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The current semi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group. The statistical population of this research included all female students in the second grade of high school in Kerman City in 2022, 30 students were selected by random cluster method and simple random allocation and were placed in the experimental and control groups (15 people in each group). Data collection was done using a demographic form and a cognitive emotion regulation questionnaire. After conducting the pre-test, the experimental group underwent 90-minute 12 sessions of the </span></span><span style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#202122">psychodynamics</span></span></span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> program based on the Islamic approach. The tools were completed by the experimental and control groups in 3 stages of the study. Data analysis was done in SPSS-24 software at a significant level of p< 0.05.</span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The results showed that the average emotion regulation scores of the experimental and control groups were 97.60&plusmn;10.90, 98.67&plusmn;10.95, and 98.67&plusmn;10.95 respectively in the pre-test stage; The post-test was 145.01&plusmn;12.18, 109.80&plusmn;8.97, and the follow-up was 142.53&plusmn;10.89, 110.80&plusmn;9.15. According to a two-way analysis of variance with repeated measurements, there was a significant difference between the two groups in terms of emotion regulation scores (p<0.001).</span></span></span></span></span></span></span><br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> Considering the effect of </span></span><span style="font-size:12.0pt"><span style="background:white"><span new="" roman="" style="font-family:" times=""><span style="color:#202122">psychodynamics</span></span></span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> training based on the Islamic approach in a group manner on increasing the </span></span><span lang="EN" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">emotion</span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> regulation of any high school students, it is recommended to provide this training in the form of written programs to female students in most schools.</span></span><span lang="EN" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span> <h1 style="margin-right:10px; margin-left:10px; text-align:justify; text-indent:-0.5pt"></h1> <span style="font-size:11.5pt"><span style="unicode-bidi:embed"><span style="line-height:131%"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:131%"><span style="font-family:"Times New Roman",serif"></span></span></span></b></span></span></span></span></span><br> <br> <span style="font-size:11.5pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><span lang="EN" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span> پویش روانی, رویکرد اسلامی, تنظیم هیجان, دانش­آموزان, دختران Psychodynamics Education, Islamic Approach, Emotion Regulation, High school Students, Female 13 25 http://jne.ir/browse.php?a_code=A-10-1770-1&slc_lang=fa&sid=1 Farhanaz Askarian Sardari فرحناز عسکریان سرداری askariansardari@gmail.com 100319475328460027300 100319475328460027300 No Ph.D. Student in Counseling, Department of Educational Sciences and Psychology, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran دانشجوی دکتری مشاوره، گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Mohammad Hossein Fallah محمدحسین فلاح fallahyazd@iauyazd.ac.ir 100319475328460027301 100319475328460027301 Yes Associate Professor, Department of Educational Sciences and Psychology, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran دانشیار، گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Saeed Vaziri سعید وزیری s.vaziri@iauyazd.ac.ir 100319475328460027302 100319475328460027302 No Assistant Professor, Department of Educational Sciences and Psychology, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran /استادیار، گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران Abulqasem Asi Mozneb ابوالقاسم عاصی مذنب Mozneb1@iauyazd.ac.ir 100319475328460027303 100319475328460027303 No Assistant Professor, Department of Quranic and Hadith Sciences, Faculty of Humanities, Yazd Branch, Islamic Azad University, Yazd, Iran استادیار، گروه علوم قرآن و حدیث، دانشکده علوم انسانی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران