fa اثربخشی درمان شناختی-رفتاری بر اضطراب اجتماعی و عملکرد تحصیلی دانش آموزان مقطع ابتدایی روانشناسی عمومی General Psychology پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">هدف از پژوهش حاضر تعیین اثربخشی درمان شناختی-رفتاری بر اضطراب اجتماعی و عملکرد تحصیلی دانش&shy;آموزان مقطع ابتدایی بود. پژوهش</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">حاضر</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نیمه&shy;آزمایشی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">با</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">طرح</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پیش&shy;آزمون</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span cambria="" style="font-family:">_</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پس&shy;آزمون و</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">گروه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کنترل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود. جامعه آماری پژوهش شامل کلیه دانش&shy;آموزان پسر دوره ابتدایی مشغول به تحصیل در سال تحصیلی 1401-1400 در مدارس منطقه 6 آموزش و پرورش شهر تهران بود. نمونه پژوهش شامل 30 نفر بود که به روش نمونه&shy;گیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه (هر گروه 15 نفر) گمارده شدند. برای جمع&shy;آوری داده&shy;ها </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقیاس </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اضطراب اجتماعی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">lsas-sr</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) لیبوویتز (1987) و </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پرسشنامه </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">عملکرد تحصیلی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">EPT</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) فام و تیلور (1999) استفاده شد. داده&shy;ها با استفاده از روش تحلیل کوواریانس چند متغیری مورد تجزیه و تحلیل قرار گرفت.</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج نشان داد که با کنترل اثر پیش&shy;آزمون تفاوت معناداری (05/0></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">p</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">)، بین پس&shy;آزمون گروه آزمایش و گواه در اضطراب اجتماعی و عملکرد تحصیلی وجود داشت. بنابراین می&shy;توان گفت روش شناختی-رفتاری یکی از روش&shy;های مؤثر در ارتقای عملکرد تحصیلی و کاهش اضطراب اجتماعی دانش&shy;آموزان دوره ابتدایی است.</span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span style="font-size:9.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The purpose of this research was to determine the effectiveness of cognitive-behavioral therapy on social anxiety and academic performance of elementary school students. The present study was a semi-experimental study with a pre-test-post-test design and a control group. The statistical population of the research included all elementary school boys studying in the school year 2020-2021 in the schools of the 6th education region of Tehran. The research sample consisted of 30 people who were selected by purposive sampling and randomly assigned to two experimental and control groups (15 people in each group). The social anxiety scale (less-sr) by Leibowitz (1987) and the academic performance questionnaire (EPT) by Pham and Taylor (1999) were used to collect data. The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there is a significant difference (p<0.05) between the post-test of the experimental and control groups in social anxiety and academic performance. Therefore, it can be said that the cognitive-behavioral method is one of the effective methods in improving academic performance and reducing the social anxiety of elementary school students.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span dir="RTL" lang="AR-SA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span></span> عملکرد تحصیلی, اضطراب اجتماعی, درمان شناختی رفتاری, دانش آموزان. Academic performance, social anxiety, cognitive behavioral therapy, students. 161 170 http://frooyesh.ir/browse.php?a_code=A-10-8671-1&slc_lang=fa&sid=1 Laleh Amir Soleimani لاله امیرسلیمانی Amirsoleimanylaleh@gmail.com 100319475328460058464 100319475328460058464 No Assistant Professor, Department of Psychology, Ph.D. in Health Psychology, Garmsar Ediban University, Garmsar, Iran. استادیار، گروه روانشناسی، دکترای روانشناسی سلامت، دانشگاه ادیبان گرمسار، گرمسار، ایران. Farzaneh Derakhshani فرزانه درخشانی Farzanehdr2270@gmail.com 100319475328460058465 100319475328460058465 Yes Master's degree, General Psychology, Garmsar University of Literature, Garmsar, Iran. کارشناسی ارشد، روانشناسی عمومی، دانشگاه ادیبان گرمسار، گرمسار، ایران.