نقش اضطراب کرونا، نگرانی و باورهای فراشناختی منفی در پیش‌بینی اضطراب یادگیری دانش‌آموزان در همه‌گیری کووید-19

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی، دانشگاه پیام نور، واحد اردکان، یزد، ایران.

2 دانشجوی کارشناسی ارشد روانشناسی عمومی، دانشگاه پیام نور، واحد میبد، یزد، ایران

3 کارشناسی ارشد روانشناسی عمومی، دانشگاه آزاد میبد، یزد، ایران

چکیده

مقدمه: ویروس‌های کرونا گروه بزرگی از ویروس‌ها هستند که می‌توانند حیوانات و انسان‌ها را آلوده کنند و باعث بروز ناراحتی‌های تنفسی شوند و مشکلات روانشناختی زیادی را در پی داشته باشند.
هدف: پژوهش حاضر با هدف نقش اضطراب کرونا، نگرانی و باورهای فراشناختی منفی در پیش‌بینی اضطراب یادگیری دانش‌آموزان در همه‌گیری کووید-19 انجام شد.
روش: این پژوهش از نوع توصیفی است و با روش همبستگی انجام شد. جامعه آماری پژوهش شامل تمامی دانش‌آموزان دختر دوره متوسطه شهر اصفهان در سال تحصیلی 1400-1399 بود. با استفاده از روش نمونه‌گیری داوطلبانه تعداد 507 نفر به عنوان نمونه انتخاب شدند. شرکت‌کنندگان به پرسشنامه‌های اضطراب بیماری کرونا (علی‌پور و همکاران، 1398)، باورهای فراشناختی (ولز، 1997)، نگرانی پنسیلوانیا (میر، میلر و متزگر، 1990) و اضطراب یادگیری (پکران، گوتز و پری، 2002، 2005) که به صورت برخط منتشر شد، پاسخ دادند. داده‌ها با روش همبستگی پیرسون و رگرسیون چندگانه و با بهره‌گیری از نرم‌افزار SPSS24 مورد تحلیل آماری قرار گرفت.
یافته‌ها: نتایج نشان داد که بین نگرانی، باورهای فراشناختی منفی و اضطراب کرونا با اضطراب یادگیری دانش‌آموزان رابطه مثبت معنی‌داری وجود دارد (001/0>P). همچنین نتایج تحلیل رگرسیون نیز نشان داد 28 درصد از واریانس اضطراب یادگیری توسط اضطراب کووید-19، باورهای منفی فراشناختی و نگرانی، پیش‌بینی می‌شود (001/0>P، 53/0=R و 28/0=R2). همچنین اضطراب کووید-19 سهم بیشتری در پیش‌بینی و تبیین اضطراب یادگیری داشت.
نتیجه‌گیری: این نتایج تلویحات کاربردی در طراحی مداخلات مورد نیاز در زمان همه‌گیری کووید-19 و پیامدهایی چون اضطراب یادگیری در دانش‌آموزان را نشان می‌دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Role Of covid‐19 anxiety, Worry And Negative Metacognitive Beliefs In Predicting Learning Anxiety of Student In the Covid-19 epidemic

نویسندگان [English]

  • mehdi shomaliahmadabadi 1
  • atefeh barkhordariahmadabadi 2
  • mansoore poorjanebolahi 3
1 Department of Psychology, Payame Noor University
2 Masters student of Psychology, Payame Noor University, Meybod Branch, Yard, Iran.
3 Master of Psychology, Islamic Azad university, Meybod Branch, Yard, Iran
چکیده [English]

Introduction: Coronaviruses are a large group of viruses that can infect animals and humans and cause respiratory disorders and cause many psychological problems.
Aim: The aim of this study was to evaluate The Role Of covid‐19 anxiety, Worry And Negative Metacognitive Beliefs In Predicting Learning Anxiety of Student In the Covid-19 epidemic.
Method: This is a descriptive study and was performed by correlation method. The statistical population of the study included all female high school students in Isfahan in the academic year 2020-2021. Using voluntary sampling method, 507 people were selected as the sample. Participants were asked about the Corona Disease Anxiety Inventory (Alipour et al., 2017), Metacognitive Beliefs (Wells, 1997), Pennsylvania Anxiety (Mir, Miller, & Metzger, 1990) and Learning Anxiety (Pekran, Goetz, & Perry, 2002, 2005). Published online, they responded. Data were analyzed by Pearson correlation and multiple regression using SPSS24 software.
Results: The results showed that there was a significant positive relationship between anxiety, negative metacognitive beliefs and covid‐19 anxiety with students' learning anxiety (P <0.001). The results of regression analysis also showed that 28% of the variance of learning anxiety is predicted by Covid-19 anxiety, metacognitive negative beliefs and anxiety (p < 0.001, R = 0.53 and R2 = 0.28). Covid-19 anxiety also had greater role in predicting and explaining learning anxiety.
Conclusion: These results show the practical implications of designing the interventions required during the Covid-19 epidemic and consequences such as learning anxiety in students.

کلیدواژه‌ها [English]

  • covid‐19 anxiety
  • Worry
  • Negative Metacognitive
  • Learning Anxiety
  • Student

مراجع

 
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  • تاریخ دریافت: 28 اسفند 1399
  • تاریخ بازنگری: 04 خرداد 1400
  • تاریخ پذیرش: 25 فروردین 1400
  • تاریخ اولین انتشار: 25 فروردین 1400

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