fa اثربخشی درمان شناختی رفتاری بر اعتماد به‌ نفس به عنوان یک سخنران و اضطراب سخنرانی دانش آموزان روانشناسی تربیتی Educational 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 اعتماد به نفس به عنوان یک سخنران و اضطراب سخنرانی دانش آموزان 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 نیمه آزمایشی با طرح پیش آزمون</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">_</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پس آزمون و گروه کنترل بود</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">.</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جامعه آماری پژوهش شامل کلیه دانش آموزان پسر دوره متوسطه اول مشغول</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">به تحصیل در سال تحصیلی</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> 1402-1403 در </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مدارس شهر خرم آباد بود. نمونه پژوهش شامل </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">30 </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نفر بود که به روش نمونه&shy;گیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه (هر</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="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">15 </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نفر) گمارده شدند. گروه آزمایش طی 8 جلسه به صورت دو جلسه در هفته به مدت 90 دقیقه تحت درمان شناختی-رفتاری ویلدرموت قرار گرفتند وگروه گواه هیچ مداخله ای دریافت نکردند. برای جمع آوری داده</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">&shy;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ها از </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقیاس خود گزارش&shy;دهی درباره اعتماد به نفس به عنوان یک سخنران (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">PRCS</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" 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:">فهرست محرک-پاسخ اضطراب اندلر (</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">1962</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) استفاده شد. داده&shy;ها با استفاده از روش تحلیل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کوواریانس چند متغیری مورد تجزیه و تحلیل قرار گرفت. یافته&shy;های حاصل از پژوهش نشان داد که با کنترل اثر پیش آزمون</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" 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:"> تفاوت معناداری </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">)</span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">01/0</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">&nbsp; (</span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بین </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پس</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">گروه آزمایش و گواه در اضطراب سخنرانی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اعتماد به نفس به عنوان یک سخنران</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> وجود داشت. درنتیجه می تولن گفت، درمان شناختی- رفتاری یکی از روش&shy;های مؤثر در</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ارتقای اعتماد به نفس به عنوان یک سخنران و کاهش اضطراب سخنرانی در دانش آموزان دوره متوسطه اول 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:9.0pt"><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 self-confidence as a speaker and students&#39; speech anxiety. The current research was semi-experimental with a pre-test-post-test design and a control group. The statistical population of the research included all male students of the first secondary school studying in the academic year of 1402-1403 in the schools of Khorramabad city. 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 experimental group received Wildermut&#39;s cognitive-behavioral therapy for 90 minutes twice a week for 8 sessions, and the control group did not receive any intervention. To collect data, the self-report scale on self-confidence as a speaker (PRCS), Endler&#39;s stimulus-response anxiety inventory (1962), and the latest version of SPSS 26 software were used. The data were analyzed using multivariate covariance analysis. The findings of the research showed that by controlling the effect of the pre-test, there was a significant difference (P>0.01) between the post-test of the experimental group and the witness in speech anxiety and self-confidence as a speaker. As a result, May Tolen said, cognitive-behavioral therapy - Behavioral is one of the effective methods in improving self-confidence as a speaker and reducing speech anxiety in first and second-year students.</span></span></span></span></span></span></span></span> اضطراب سخنرانی, اعتماد به نفس , دانش آموزان, درمان شناختی- رفتاری cognitive-behavioral therapy, self-confidence, speech anxiety, students. 35 44 http://frooyesh.ir/browse.php?a_code=A-10-11937-1&slc_lang=fa&sid=1 Mohammad Abasi محمد عباسی Abasi.mo@lu.ac.ir 3549751397 100319475328460072568 Yes Associate Professor, Department of Psychology, Lorestan University, Khorramabad, Iran. دانشیار، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران. Mohammad Amin Musaei محمدامین موسایی mohammadamin51173@gmail.com 4190375012 100319475328460072569 No Master's degree, Department of Psychology, Lorestan University, Khorramabad, Iran. کارشناسی ارشد، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران. Erfan Bahrami عرفان بهرامی erfanbahrami95@gmail.com 6130043198 100319475328460072570 No Phd student, Department of Psychology, Lorestan University, Khorramabad, Iran. دانشجوی دکتری، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران.