طراحي مداخله مبتني‌بر زيبايي‌شناسي و مقايسه اثربخشي آن با موسيقي‌درماني بر فراحافظه و اضطراب دانش‌آموزان داراي مشكلات رفتاري دروني‌شده

Designing an Intervention based on Aesthetics an‎d Comparing its Effectiveness with Music Therapy on Metamemory an‎d Anxiety in Students with Internalized Behavioral Problems

روان شناسي و آموزش افراد با نيازهاي خاص

The aim of this study was to design an intervention based on aesthetics an‎d compare its effectiveness with music therapy on the metamemory an‎d anxiety in girl students with internalized behavioral problems in Isfahan. This research was conducted using an exploratory mixed-methods approach. In the qualitative section, recent studies on aesthetics were reviewed, an‎d approximately 25 articles were selec‎ted as samples. The themes of each article were extracted based on theoretical saturation, an‎d a thematic matrix was created to design an 8-session intervention. The validity of the qualitative findings was confirmed by experts. In the quantitative section, 45 girl students with internalized behavioral problems, who were studying in the fourth an‎d fifth grades during the 2024-2025 academic year, were selec‎ted using a multi-stage (cluster) ran‎dom sampling method an‎d assigned to three groups: Group 1 (aesthetics-based intervention), Group 2 (music therapy), an‎d a control group. The research tools included the Rutter Children Behavior Questionnaire-Teacher Form (Rutter, 1967), the Multifactorial Memory Questionnaire (Troyer an‎d Rich, 2002), an‎d Spence Childrenʹs Anxiety Scale (Spence, 1997), which were administered in both pre-test an‎d post-test phases. The post-test data for the three group were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS version 26. The findings showed that both therapeutic methods (aesthetics-based intervention an‎d music therapy) had a significant effect on the anxiety variable compared to control group (F= 45.086, Sig= 0.001); however, neither treatment had a significant effect on the metamemory variable compared to the control group (F= 0.099, Sig= 0.906). Therefore, the use of aesthetics-based intervention an‎d music therapy is recommended as effective interventions to improve the mental state an‎d reduce the anxiety of students with internalized behavioral problems. However, since these interventions do not have a significant impact on studentʹs metamemory, interventions that are more efficient to improve cognitive an‎d meta-cognitive functions need to be used.

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