fa مقایسه اثربخشی آموزش مدیریت والدین و فرزندپروری مثبت‌نگر بر پشتکار نوجوانان دختر با نشانگان اضطرابی تخصصي Special پژوهشي Research <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="color:#0000cc">زمینه و هدف: </span></span></b><span b="" lang="AR-SA" mitra="" style="font-family:">پشتکاراز جمله توانمندی‌هایی است که تحت تأثیر اضطراب، ضعیف می‌شود؛ اما با اصلاح سبک‌ فرزندپروری می‌توان این قابلیت </span><span b="" lang="FA" mitra="" style="font-family:">ر</span><span b="" lang="AR-SA" mitra="" style="font-family:">ا تقویت نمود؛ </span><span b="" lang="FA" mitra="" style="font-family:">لذا<b> </b>هدف از پژوهش حاضر </span><span b="" lang="AR-SA" mitra="" style="font-family:">مقایسه اثربخشی آموزش مدیریت والدین و فرزندپروری مثبت‌نگر بر پشتکار نوجوانان دختر با نشانگان اضطرابی</span> <span b="" lang="FA" mitra="" style="font-family:">بود.</span></span></span></span></span><br> <span style="text-justify:kashida"><span style="text-kashida:0%"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="color:#0000cc">مواد و روش‌ها: </span></span></b><span b="" lang="AR-SA" mitra="" style="font-family:">روش پژوهش نیمه‌آزمایشی بود. جامعه‌ی<b> </b>پژوهش را نوجوانان دختر 13 تا 15 سال با نشانگان اضطرابی مراجعه‌کننده به مراکز روان‌شناختی شهر اصفهان در نیمه دوم سال 1402 به همراه مادرانشان تشکیل دادند</span><span b="" lang="FA" mitra="" style="font-family:">.</span><span b="" lang="AR-SA" mitra="" style="font-family:"> از جامعه‌ی مذکور به ‌روش هدفمند 60 نفر انتخاب و تصادفی در دو گروه آزمایش و </span><span b="" lang="AR-SA" mitra="" style="font-family:">گروه گواه تقسیم شدند و پیش‌‌آزمون اجرا گردید. ابزارهای پژوهش پرسشنامه پشتکار </span><span b="" lang="FA" mitra="" style="font-family:">داکوورث و کویین(2009)</span><span b="" lang="AR-SA" mitra="" style="font-family:"> و پرسشنامه اضطراب اسپیلبرگر (1970) بود. مادران در گروه آزمایش اول، تحت آموزش مدیریت والدین و در گروه آزمایش دوم، تحت آموزش فرزندپروری مثبت‌نگر در قالب 12 جلسه 90 دقیقه‌ای به‌صورت هفتگی قرار گرفتند. نتایج با استفاده از تحلیل واریانس با اندازه‌‌گیری مکرر و نرم‌افزار <i>₂₆</i></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">SPSS</span></span><span b="" lang="AR-SA" mitra="" style="font-family:"> بررسی شد.</span></span></span></span></span><br> <span style="direction:rtl"><span style="unicode-bidi:embed"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="color:#0000cc">یافته‌ها: </span></span></b><span b="" lang="FA" mitra="" style="font-family:">در متغیر پشتکار عامل زمان (001/0></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p</span></span><span b="" lang="FA" mitra="" style="font-family:">، 675/27=</span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="FA" mitra="" style="font-family:">)، عامل گروه (001/0></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p</span></span><span b="" lang="FA" mitra="" style="font-family:">، 324/10=</span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="FA" mitra="" style="font-family:">) و تعامل زمان و گروه (001/0></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p</span></span><span b="" lang="FA" mitra="" style="font-family:">، 861/8=</span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span b="" lang="FA" mitra="" style="font-family:">) معنادار هستند. همچنین </span><span b="" lang="AR-SA" mitra="" style="font-family:">در مرحله‌ی پس‌آزمون و پیگیری </span><span b="" lang="FA" mitra="" style="font-family:">در </span><span b="" lang="AR-SA" mitra="" style="font-family:">میانگین </span><span b="" lang="FA" mitra="" style="font-family:">متغیر </span><span b="" lang="AR-SA" mitra="" style="font-family:">پشتکار</span><span b="" lang="FA" mitra="" style="font-family:">، بین </span><span b="" lang="AR-SA" mitra="" style="font-family:">دو</span><span b="" lang="FA" mitra="" style="font-family:"> گروه</span><span b="" lang="AR-SA" mitra="" style="font-family:"> آموزش </span><span b="" lang="FA" mitra="" style="font-family:">با یکدیگر تفاوت معناداری وجود </span><span b="" lang="AR-SA" mitra="" style="font-family:">ن</span><span b="" lang="FA" mitra="" style="font-family:">دارد؛ </span><span b="" lang="AR-SA" mitra="" style="font-family:">اما بین گروه‌های </span><span b="" lang="FA" mitra="" style="font-family:">آزمایش </span><span b="" lang="AR-SA" mitra="" style="font-family:">با گروه گواه </span><span b="" lang="FA" mitra="" style="font-family:">تفاوت معناداری وجود دارد (01/0></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span b="" lang="FA" mitra="" style="font-family:">)</span><span b="" lang="AR-SA" mitra="" style="font-family:">. </span></span></span><br> <span style="direction:rtl"><span style="unicode-bidi:embed"><b><span b="" lang="AR-SA" mitra="" style="font-family:"><span style="color:#0000cc">نتیجه‌گیری: </span></span></b><span b="" lang="AR-SA" mitra="" style="font-family:">آموزش مدیریت والدین و فرزندپروری مثبت‌نگر مداخلاتی مؤثر به‌منظور افزایش پشتکار نوجوانان با نشانگان اضطرابی</span> <span b="" lang="AR-SA" mitra="" style="font-family:">هستند.</span><span lang="FA" style="font-family:"B Mitra""></span></span></span> <b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Aim and Background: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Persistence is one of the capabilities that weakens under the influence of anxiety; But by modifying the parenting style, this ability can be strengthened; Therefore, the aim of present study was to compare the effectiveness of parent management training and positive psychology parenting<b> </b>on the persistence of adolescent girls with anxiety disorders.</span></span><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc"></span></span></span></b><br> <b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Methods and Materials: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The research method was semi-experimental. The research community was formed by adolescent girls aged 13 to 15 years with anxiety symptoms who referred to the psychological centers of Isfahan in 2024 with their mothers. From this society, 60 people were selected </span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">purposive sampling </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">and randomly divided into two experimental and one control group and pre-test were conducted. The research tools were Duckworth and Quinn (2009) persistence questionnaire and Spielberger (1970) anxiety questionnaire. Mothers in the first experimental group received parenting management training and second experimental group received positive psychology parenting training in the form of 12 weekly 90-minute sessions. The results analyzed by analysis of variance with repeated measurements and SPSS 26.</span></span><span style="font-family:"Times New Roman",serif"></span><br> <b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Findings: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">In persistence variable, time factor (p>0.001, F=27.675), group factor (p>0.001, F=10.324) and time and group interaction (p>0.001, F=8.861) F) are significant. Also, in the post-test and follow-up stage, there is no significant difference between the two training groups in the average of the persistence variable (p&le;0.05)<b> </b>but there is a significant difference between the experimental groups with the control group</span></span><br> <b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:#0000cc">Conclusions: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Parental management training and </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">positive psychology parenting<b> </b>are effective interventions to increase the persistence of adolescents with anxiety.</span></span> آموزش مدیریت والدین, فرزندپروری مثبت‌نگر, پشتکار, نشانگان اضطرابی. parent management training, positive psychology parenting training, persistence, anxiety. 379 389 http://rbs.mui.ac.ir/browse.php?a_code=A-10-1224-1&slc_lang=fa&sid=1 Maryam Hashemi مریم هاشمی shideh.4730.id@gmail.com 100319475328460011973 0009-0004-4231-6123 No Ph.D. Student in Educational Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran دانشجوی دکتری روانشناسی تربیتی،گروه روانشناسی،واحد شهرکرد،دانشگاه آزاد اسلامی،شهرکرد،ایران Tayebeh Sharifi طیبه شریفی sharifi_ta@yahoo.com 100319475328460011974 100319475328460011974 Yes Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. sharifi_ta@yahoo.com استادگروه روانشناسی،واحد شهرکرد،دانشگاه آزاد اسلامی،شهرکرد، ایران Reza Ahmadi رضا احمدی rozgarden28@yahoo.com 100319475328460011975 100319475328460011975 No Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. دانشیار گروه روانشناسی، واحدشهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران