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تأثیر ضربان دوگوشی بر اضطراب امتحان، توانایی شناختی و حافظه عملکرد اجرایی دانشآموزان دارای اضطراب امتحان | ||
فصلنامه پژوهش های نوین روانشناختی | ||
مقاله 2، دوره 20، شماره 79، مهر 1404، صفحه 14-25 اصل مقاله (658.5 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/jmpr.2025.67305.6684 | ||
نویسندگان | ||
هامون بابائی1؛ مجتبی احمدی2؛ غلامرضا چلبیانلو3؛ حسن بافنده قراملکی* 3 | ||
1دانشجوی دکتری، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
2کارشناسی ارشد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
3گروه روانشناسی، دانشکدە علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
چکیده | ||
پژوهش حاضر باهدف بررسی اثربخشی ضربان دوگوشی بر اضطراب امتحان، توانایی شناختی و حافظه عملکرد اجرایی دانشآموزان دارای اضطراب امتحان انجام شد. طرح پژوهش حاضر از نوع نیمهآزمایشی پیشآزمون – پسآزمون بود. جامعه آماری، دانشآموزان پسر متوسطه دوم نمونهدولتی سطح شهر قزوین در سال ۱۴۰۳ بود که 30 نفر واجد شرایط ورود به مطالعه به روش نمونهگیری در دسترس انتخاب و بهصورت تصادفی در ۲ گروه آزمایش و کنترل (هر گروه ۱۵ نفر) گمارده شدند. ابزارهای پژوهش پرسشنامه تواناییهای شناختی نجاتی (۱۳۹۲)، آزمون بلوکهای کرسی (۱۹۷۰) و پرسشنامه اضطراب امتحان فریدمن و جاکوب (۱۹۷۷) بودند. سپس شرکتکنندگان گروه آزمایش به مدت 30 دقیقه، 4 بار در هفته، به مدت چهار هفته ضربان دوگوشی 10 هرتز را از طریق هدفون دریافت کردند. برای تجزیهوتحلیل دادهها از تحلیل کواریانس چندمتغیری در نرمافزار آماری SPSS نسخه ۲۴ استفاده شد. یافتهها نشان داد که ضربان دوگوشی 10 هرتز بهطور معنیداری حافظه فعال را بهبود بخشیده (0/05>p)، تواناییهای شناختی را (بهجز در مؤلفههای کنترل مهاری، برنامهریزی و شناخت اجتماعی) افزایش داده (0/05>p) و موجب کاهش سطح اضطراب امتحان شد (0/05>p). بنابراین میتوان بیان کرد که روش درمانی همگامسازی امواج مغزی در باند آلفا بهعنوان یک روش مداخلهای غیرتهاجمی میتواند در جهت کاهش اضطراب امتحان و بهبود حافظه کاری و توانایی کارکردهای شناختی به کار گرفته شود. | ||
کلیدواژهها | ||
ضربان دوگوشی؛ توانایی شناختی؛ حافظه عملکرد اجرایی؛ اضطراب امتحان؛ دانشآموز | ||
مراجع | ||
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