اثربخشی آموزش رفتارهای اجتماعی مطلوب تحصیلی بر خودناتوان‌سازی و تنیدگی تحصیلی دانش‌آموزان پسر دوره متوسطه دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

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.

چکیده

مقدمه و هدف: خودناتوان‌سازی و تنیدگی تحصیلی سبب می‌شود تا دانش‌آموزان نسبت به وظایف تحصیلی خود احساس مسئولیت ننموده و عملکرد تحصیلی پایینی از خود نشان دهند. بر همین اساس پژوهش حاضر با هدف بررسی اثربخشی آموزش رفتارهای اجتماعی مطلوب تحصیلی بر خودناتوان‌سازی و تنیدگی تحصیلی دانش‌آموزان پسر دوره متوسطه دوم انجام گرفت.
روش کار: پژوهش حاضر نیمه­آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه و دوره پیگیری دو ماهه بود. جامعه آماری مطالعه حاضر دانش‌آموزان پسر مقطع متوسطه دوم شهر قم در سال تحصیلی 99-1398 به تعداد 12045 نفر بود. در این پژوهش تعداد 50 دانش‌آموز با روش نمونه‌گیری دردسترس انتخاب و با گمارش تصادفی در گروه­های آزمایش و گواه گمارده شدند. گروه‌ آزمایش مداخله آموزش رفتارهای اجتماعی مطلوب تحصیلی را طی دو و نیم ماه در 10 جلسه 90 دقیقه‌ای دریافت نمودند. پرسشنامه‌های مورد استفاده در این پژوهش شامل پرسشنامه خودناتوان‌سازی تحصیلی و تنیدگی تحصیلی بود. داده‌های حاصل از پژوهش به شیوه تحلیل واریانس با اندازه‌گیری مکرر مورد تجزیه و تحلیل قرار گرفت.
یافته‌ها: نتایج نشان داد که آموزش رفتارهای اجتماعی مطلوب تحصیلی بر خودناتوان‌سازی و تنیدگی تحصیلی دانش‌آموزان پسر دوره متوسطه دوم تأثیر معنادار داشته (p <0/001) و این اثر را در طول زمان نیز پایدار مانده است. بدین صورت که این مداخله توانسته منجر به کاهش خودناتوان‌سازی و تنیدگی تحصیلی دانش‌آموزان شود.
نتیجه‌گیری: یافته‌های پژوهش حاضر بیانگر آن بودند که آموزش رفتارهای اجتماعی مطلوب تحصیلی با بهره‌گیری از مفاهیمی همانند تعامل مثبت، مسئولیت‌پذیری، پیروی از راهنمایی‌های معلم، ارتباط بین فردی، مهارت حل مسئله، خودکارآمدی تحصیلی و تلاش برای پیشرفت می‌تواند به عنوان یک آموزش کارآمد جهت کاهش خودناتوان‌سازی و تنیدگی تحصیلی دانش‌آموزان مورد استفاده قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of Favorable Academic Social Behaviors Training on the Academic Self- Handicapping and Academic Stress of Secondary High School Male Students

نویسندگان [English]

  • Amir Hoshang Mollahoseini 1
  • Mohammad ali Madi 2
  • Ilnaz Sajadian 3
1 PhD student in Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.
2 Associate Professor, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.
3 Associate Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran.
چکیده [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.

کلیدواژه‌ها [English]

  • Favorable academic social behaviors
  • academic self- handicapping
  • academic stress
  • students
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