Volume 17, Issue 4 (1-2020)
RBS 2020, 17(4): 652-666 |
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Tavighi M, Khalatbari J, Ghorban Shiroodi S, Rahmani M A. Comparison of the effectiveness of Metacognitive Therapy and its Techniques, and acceptance and commitment therapy on the mind wandering adolescent. RBS 2020; 17 (4) :652-666
URL: http://rbs.mui.ac.ir/article-1-713-en.html
URL: http://rbs.mui.ac.ir/article-1-713-en.html
1- PhD Student, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
2- Associate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. ,javadkhalatbaripsy2@gmail.com
3- Associate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
4- Assistant Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
2- Associate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. ,
3- Associate Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
4- Assistant Professor, Department of Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran.
Abstract: (3001 Views)
Aim and Background: Mind wandering and deviation from attention to work at present is common among adolescents and has negative consequences. The purpose of this study was to compare metacognitive therapy and its techniques (attention training, Situational attention refocusing), and acceptance and commitment therapy on the mind wandering adolescents.
Methods and Materials: The research method was semi-experimental with pre-test, post-test and follow-up design and the statistical population included 20837 adolescent girls in second grade secondary schools of Karaj in the academic year 1396-1397. A randomized multistage cluster sampling method was used to select 70 people who had the lowest score in the amount of wandering mindedness based on the measurement tool of the wandering minds. They were randomly assigned to five groups based on the criteria of the research. they got. Metacognitive Therapy, Attention training, Situational attention refocusing and Acceptance and Commitment therapy during 10 sessions a weekly, 90-minute test was performed individually for experimental groups. The collected data were entered into SPSS-23 software and a statistical method to analyze data from mixed analysis of variance is used.
Findings: The results of mixed analysis of variance showed that all four treatments were effective in reducing adolescent mind wandering and the effectiveness of metacognitive therapy was more than other treatments (P <0.01). This effect was also sustained at the 3-month follow-up.
Conclusions: Meta-cognitive therapy enables the adolescent to communicate with their mind wandering in a different way so that they are able to separate themselves from the mind wandering.
Methods and Materials: The research method was semi-experimental with pre-test, post-test and follow-up design and the statistical population included 20837 adolescent girls in second grade secondary schools of Karaj in the academic year 1396-1397. A randomized multistage cluster sampling method was used to select 70 people who had the lowest score in the amount of wandering mindedness based on the measurement tool of the wandering minds. They were randomly assigned to five groups based on the criteria of the research. they got. Metacognitive Therapy, Attention training, Situational attention refocusing and Acceptance and Commitment therapy during 10 sessions a weekly, 90-minute test was performed individually for experimental groups. The collected data were entered into SPSS-23 software and a statistical method to analyze data from mixed analysis of variance is used.
Findings: The results of mixed analysis of variance showed that all four treatments were effective in reducing adolescent mind wandering and the effectiveness of metacognitive therapy was more than other treatments (P <0.01). This effect was also sustained at the 3-month follow-up.
Conclusions: Meta-cognitive therapy enables the adolescent to communicate with their mind wandering in a different way so that they are able to separate themselves from the mind wandering.
Keywords: Metacognitive therapy, Metacognitive Therapy Techniques, acceptance and commitment therapy, mind Wandering, adolescent.
Type of Study: Research |
Subject:
General
Received: 2020/04/16 | Accepted: 2020/04/16 | Published: 2020/04/16
Received: 2020/04/16 | Accepted: 2020/04/16 | Published: 2020/04/16
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