نویسندگان:
فرشته یوسف وند1 ، کیوان کاکابرایی2 ، کریم افشارنیا3 .1استاد مدعو، دانشکده روانشناسی و علوم تربیتی، دانشگاه الزهرا. تهران. ایران
2روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد کرمانشاه. کرمانشاه. ایران
3روانشناسی، دانشکده روانشناسی و علوم تربیتی. دانشگاه آزاد کرمانشاه. کرمانشاه. ایران
چکیده فارسی: هدف پژوهش حاضر بررسی اثربخشی آموزش مهارت حل مسئله بر خودکارآمدی و انگیزۀ پیشرفت دانشآموزان دورۀ دوم متوسطه دارای علائم غیربالینی اختلال وسواس فکری_عملی بود. این مطالعۀ نیمهآزمایشی با طرح پیشآزمون، پسآزمون و پیگیری همراه با گروه کنترل در سال تحصیلی ۱۴۰۲–۱۴۰۱ اجرا شد. جامعۀ آماری شامل ۲۳۷ دانشآموز مراجعهکننده به مرکز مشاورۀ روشن در خرمآباد بود که از میان آنها، ۲۴ نفر واجد شرایط بهصورت در دسترس انتخاب و بهطور تصادفی در دو گروه آزمایش و کنترل (هر گروه ۱۲ نفر) جایگزین شدند. ابزارهای پژوهش شامل پرسشنامۀ وسواسی_جبری مادزلی، پرسشنامۀ خودکارآمدی عمومی شرر و پرسشنامۀ انگیزۀ پیشرفت هرمنس بود. گروه آزمایش طی ۱۰ جلسۀ ۳۰ تا ۶۰ دقیقهای آموزش حل مسئلۀ گروهی شرکت کرد. دادهها با تحلیل واریانس با اندازهگیری مکرر تحلیل شدند. نتایج نشان داد که آموزش حل مسئله بهطور معناداری خودکارآمدی (در ابعاد میل به آغازگری و ادامه تلاش) و انگیزۀ پیشرفت را در گروه آزمایش نسبت به گروه کنترل افزایش داد و این اثرات در پیگیری دوماهه پایدار ماند. این یافتهها بر اثربخشی مداخلات شناختی_رفتاری در بهبود مؤلفههای روانشناختی و حمایت از سلامت روان دانشآموزان در نظام آموزشی تأکید دارد.
The effectiveness of problem-solving-based intervention on self-efficacy and achievement motivation in upper secondary school students with obsessive-compulsive disorder
English Abstract: The present study aims to examine the effectiveness of problem-solving skills training on self-efficacy and achievement motivation in upper secondary school students with subclinical symptoms of obsessive-compulsive disorder (OCD). This quasi-experimental study was conducted in the academic year 2022-2023, employing a pre-test, post-test, and follow-up design with a control group. The statistical population comprised 237 students referred to Roshan Counseling Center in Khorramabad. Of these, 24 students who qualified for inclusion in the study were selected using convenience sampling and randomly assigned to experimental and control groups (12 per group). Research instruments included the Maudsley Obsessive-Compulsive Inventory (MOCI), Sherer’s General Self-Efficacy Scale (GSES), and Hermans’ Achievement Motivation Test (AMT). The experimental group participated in ten sessions of group problem-solving skills training, each lasting 30-60 minutes. Data were analyzed using repeated-measures analysis of variance (ANOVA). The results showed that problem-solving skills training significantly increased self-efficacy (in terms of willingness to take initiatives and perseverance) and achievement motivation in the experimental group compared to the control group. These effects persisted at the two-month follow-up. The findings emphasize the effective role of cognitive-behavioral interventions in enhancing the psychological components and supporting the mental health of students in the education system. Introduction Adolescence is a sensitive, transformative stage of life during which Identity is formed, cognitive and social skills develop and preparation for adulthood roles begins. In the meantime, disorders such as OCD can disrupt this process. OCD is characterized by impairing the concentration, self-confidence, and academic performance of adolescents with intrusive thoughts and compulsive behaviors (Stein et al., 2020, p. 112). Research in Iran indicates that a significant percentage of students, particularly in upper secondary school, experience mild or subclinical OCD symptoms (Shams et al., 2021, p. 50; Zare et al., 2023, p. 39). Concurrently, the two psychological constructs “self-efficacy” and “achievement motivation” are also key factors in academic success and personal growth, which are directly affected by anxiety and compulsive disorders. Against this backdrop, the present study aims to examine the effectiveness of problem-solving skills training on self-efficacy and achievement motivation in students with subclinical OCD symptoms. Methodology This is a quasi-experimental study employing a pre-test, post-test, and follow-up design with a control group. The statistical population comprised 237 female upper secondary students referred to Roshan Counseling Center of Khorramabad in the academic year 2022-2023. After administering the MOCI questionnaire to 237 students, 24 participants who qualified for inclusion in the study were identified and randomly assigned to the experimental and control groups (12 per group). Sherer’s 17-item GSES evaluates three aspects of self-efficacy: Willingness to initiate tasks, perseverance in performing tasks, and resistance to obstacles. Higher scores in this questionnaire indicate stronger personal beliefs in the ability to manage difficult situations. Herman’ AMT questionnaire, with 29 four-choice items, was administered to examine the level of achievement motivation in the students. Higher scores in this questionnaire indicate increased achievement motivation. The intervention consisted of ten group sessions of 30-60 minutes each, designed as solution-focused brief therapy by Wu et al. (2023). The structured content of the sessions included an introduction to the concept of problem-solving, analyzing difficult situations, prioritizing problems, examining exceptional cases, practicing behavior substitution, brainstorming techniques, progress scaling, and consolidating successful solutions. Data were analyzed in SPSS-22 using ANCOVA, repeated-measures ANOVA, paired t-test, and Bonferroni’s test. Results The results of the Shapiro-Wilk test showed normal data distribution. The two groups were homogeneous in terms of age distribution. The OCD mean scores of participants for the two groups were 10.17 and 10.83. No significant differences were observed in OCD between the two groups at the pre-test (F = 0.098 & P = 0.906). The largest mean differences were observed in the subscales of checking (6.49 vs. 9.50) and washing (6.01 vs. 8.70), suggesting the probable effect of the problem-solving intervention in reducing these symptoms. The problem-solving group showed significant improvements compared to the control group in all the variables in the post-test and follow-up. In particular, significant increases were observed in the variables of resistance to confrontations (from 20.67 to 24.50), self-efficacy (from 54 to 63.33), and achievement motivation (from 81.17 to 89.83), indicating the positive effect of the problem-solving intervention. In contrast, no significant differences were observed in the control group, and even a decrease in the mean score was observed in some cases (e.g., perseverance in completing the behavior). Furthermore, the persistence of results at the follow-up indicates the lasting effects of the intervention. The findings showed significant increases in the variables of self-efficacy (especially in terms of “willingness to take initiatives” and “perseverance”) and achievement motivation in the experimental group compared to the control group. Furthermore, the differences remained stable at the two-month follow-up, showing the lasting effects of the intervention. Specifically, the mean scores in the experimental group increased from 54 to 63.33 for self-efficacy, and from 81.17 to 89.83 for achievement motivation. In contrast, no significant differences were observed in the control group with respect to these variables, and a decrease was even observed in some cases, such as perseverance. The results suggest that the problem-solving intervention has enhanced the psychological constructs associated with academic performance in adolescents by creating an active mental and behavioral structure to face challenges. Discussion and conclusion The present study aimed to examine the effectiveness of problem-solving skills training on the self-efficacy and achievement motivation of students with OCD. The findings showed that the problem-solving intervention significantly increased self-efficacy (willingness to take initiatives and perseverance) and achievement motivation in the experimental group. The changes remained stable in post-test and follow-up. Training in problem-solving skills can enhance the sense of mastery and competence in students by creating the ability to analyze challenging situations, identify possible options, and select adaptive solutions (Tang et al., 2022, p. 2), thereby increasing their self-efficacy and inner motivations. The study findings were consistent with the results of previous research on the subject. For instance, Sweitano (2020, p. 67), Bejestani (2022, p. 5), Azimi (2013, p. 40), Arian (2024, p. 203), and Sheikholeslami (2018, p. 49) revealed that training in cognitive-behavioral skills, including problem-solving, enhances self-efficacy, motivation, and stress reduction in adolescents and youth. A theoretical explanation of the results can be offered by cognitive-behavioral and motivational theories such as the expectancy-value theory, which states that people show better motivation and performance when they believe in their abilities and perceive the value and benefit of the objective. The problem-solving intervention helped students better understand their abilities with the step-by-step analysis and resolution of real-life problems to feel more in charge of challenging situations. Additionally, environmental factors such as family, parenting styles, and academic expectations affect the academic performance and motivation of adolescents. Parents with strict or perfectionist styles can inadvertently increase their children’s stress and reduce their motivation. In such circumstances, interventions like problem-solving skills training allow students to draw on their inner resources to solve problems and perform better without complete dependence on external structures. In conclusion, the results of the present study emphasize that problem-solving skills training can be employed as an efficient, cost-effective tool to promote the mental health of students with OCD symptoms and increase their self-efficacy and achievement motivation. School counselors, educational mentors, and educational psychologists are recommended to implement these interventions in schools by group workshops. It is also recommended that future research be conducted with larger sample sizes and longer follow-up periods using more precise clinical tools to further enhance the theoretical and empirical foundations of educational interventions in the localized context of Iran.