نوع مقاله : مقاله پژوهشی
1 دانشجوی دکترای روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.
2 دانشیار دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.
3 دانشیار گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران.
عنوان مقاله [English]
Introduction and purpose: Academicself- handicapping and academicstress cause students to not feel responsible for their academic duties and to show low academic performance. Therefore the present study was conducted with the purpose of investigating the effectiveness of favorable academic social behaviors training on the academicself- handicapping and academicstress of secondary high school male students.
Methods: The present study was quasi-experimental with pretest, posttest and control group design and a two-month follow-up period. The statistical population of the present study included 12045 secondary high school male students in academic year 2019-20. 50 students were selected through convenient sampling method and they were randomly accommodated into experimental and control groups. The experimental group received the ten ninety-minute interventions of favorable academic social behaviors training (researcher-made) during two-and-a-half months. The applied questionnaires in this study included academicself- handicapping questionnaire and academicstress questionnaire. The data taken from the study were analyzed through repeated measurement ANOVA.
Findings: The results revealed that favorable academic social behaviors training has significant effect on the academicself- handicapping and academicstress of secondary high school male students (p < 0.001) and this effect has remained stable over time.
Conclusion: The findings of the present study implied that favorable academic social behaviors training can be used as an efficient training to decrease the students’ academicself- handicapping and academicstress through employing concepts such as positive interaction, accountability, following teacher’s guidance, interpersonal skills, problem-solving communication, academic self-efficacy and attempt to develop.