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فاعلية العلاج المختصر المركز على الحل والعلاج الآدلري في خفض مستوى التسويف الأكاديمي ‏وتحسين التفاؤل لدى طالبات المدارس الثانوية ‏‎ ‎

نائلة عبد الكريم الغزو* وعبد الكريم محمد جرادات**

‏* وزارة التربية والتعليم، الأردن.‏
‏**‏‎ ‎جامعة اليرموك، الأردن‎.‎


JJES,17(4), 2021, 501-517

ملخص: هدفت الدراسة الحالية إلى مقارنة فاعلية العلاج المختصر المركز على الحل والعلاج الآدلري في تخفيض التسويف الأكاديمي وتحسين التفاؤل لدى عينة من طالبات المدارس الثانوية. تكونت عينة الدراسة من (60) طالبة من طالبات الصفين العاشر والحادي عشر في إحدى المدارس الحكومية في محافظة إربد، الأردن. ولتحقيق أهداف الدراسة، تم استخدام مقياس للتسويف الأكاديمي الذي تكون من (15) فقرة، وآخر لقياس التفاؤل، تكون من (8) فقرات. وتم اختيار الطالبات بناءً على درجاتهن المرتفعة على مقياس التسويف الأكاديمي، ودرجاتهن المنخفضة على مقياس التفاؤل. وقد وزّعن عشوائيًا إلى ثلاث مجموعات متساوية: مجموعتين تجريبيتين ومجموعةً ضابطة. تلقت المجموعة التجريبية الأولى برنامج علاج مختصر مركز على الحل، وتلقت المجموعة التجريبية الثانية برنامج علاج آدلري، أما المجموعة الضابطة فلم تتلق أي معالجة. وأشارت نتائج القياس البعدي إلى أن البرنامجين العلاجيين كانا أكثر فاعلية بشكل دال إحصائيًا في تخفيض التسويف الأكاديمي وتحسين التفاؤل من عدم المعالجة. بالإضافة إلى ذلك، تبين أن العلاج المختصر المركز على الحل كان أكثر فاعلية في تخفيض التسويف الأكاديمي من العلاج الآدلري. وأوصت الدراسة استنادًا إلى نتائج الدراسة بتدريب المرشدين المدرسيين على استخدام أساليب العلاج المختصر المركز على الحل والعلاج الآدلري لمساعدة الطلبة في التعامل مع مشكلاتهم الأكاديمية والشخصية.

(الكلمات المفتاحية: التسويف الأكاديمي، التفاؤل، العلاج المختصر المركز على الحل، العلاج الآدلري)


Effectiveness of Solution-focused Brief Therapy and Adlerian Therapy in Reducing Academic Procrastination and Enhancing Optimism among High-school Female Students

 Naela Alguzo, Ministry of Education, Jordan.

Abdul-Kareem Jaradat, Yarmouk University, Jordan

 Abstract: The present study aimed to compare the effectiveness of solution-focused brief therapy (SFBT) and Adlerian therapy (AT) in reducing academic procrastination and enhancing optimism among high-school female students. The sample of the study consisted of 60 female students in the tenth and eleventh grades at a public school in Irbid governorate, Jordan. In this study, an academic procrastination scale consisting of 15 items and an optimism scale consisting of 8 items were used. The participants were selected based on their high scores on the academic procrastination scale and low scores on the optimism scale. They were randomly assigned to three equal groups; two experimental groups and one control group. One of the experimental groups received a program of SFBT, the other experimental group received a program of AT and the control group didn't receive any treatment. The post-test results showed that SFBT and AT were significantly more effective in reducing academic procrastination and enhancing optimism than no treatment. Additionally, SFBT was significantly more effective in reducing academic procrastination than AT.  Based on the results of the present study, it was recommended that school counselors should be trained to use the SFBT techniques as well as the AT for helping school students cope with their academic and personal problems.

(Keywords: Academic Procrastination, Optimism, Adlerian Therapy, Solution-focused Brief Therapy).



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