اثربخشی آموزش گروهی درمان والدگری مثبت و مهارت‌های ارتباط مؤثر با همسر بر اهمال کاری و خودکارآمدی تحصیلی دانش‌آموزان پسر دوره اول متوسطه شهر فارسان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

2 استاد تمام، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.(نویسنده مسئول)

3 دانشیار گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

4 دانشیار، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

10.22038/mjms.2025.82062.4728

چکیده

مقدمه: هدف پژوهش حاضر، مقایسه اثربخشی آموزش گروهی والدگری مثبت و مهارت‌های ارتباط مؤثر با همسر بر اهمال کاری و خودکارآمدی تحصیلی دانش‌آموزان پسر دوره اول متوسطه شهر فارسان بود.
روش کار: روش پژوهش، نیمه‌تجربی و از نوع پیش‌آزمون، پس‌آزمون و پیگیری با دو گروه آزمایش و کنترل بود. جامعه‌ شامل کلیه والدین دانش‌آموزان پسر دوره اول متوسطه شهر فارسان که به روش نمونه‌گیری دردسترس تعداد 60 نفر (20 نفر در گروه آموزش والدگری مثبت، 20 نفر در گروه آموزش مهارت‌های ارتباط مؤثر با همسر، 20 نفر در گروه کنترل) انتخاب شدند و به دو گروه آزمایش در 8 جلسه آموزش والدگری مثبت و آموزش مهارت‌های ارتباط مؤثر ارائه شد. ابزارهای اندازه‌گیری شامل پرسشنامه اهمال کاری تحصیلی سولومون و راث بلوم (1984)، و پرسشنامه خودکارآمدی تحصیلی جینکز و مورگان (1999) بود. جهت تجزیه و تحلیل داده‌ها از روش‌های آماری تحلیل واریانس با اندازه‌گیری مکرر استفاده شد.
نتایج: نتایج نشان داد، تفاوت معناداری بین اثربخشی آموزش گروهی والدگری مثبت و مهارت‌های ارتباط مؤثر با همسر بر میانگین نمرات اهمال کاری تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان پسر در دو مرحله پس آزمون و آزمون پیگیری نشان داد.
نتیجه‌گیری: بنابراین می‌توان گفت، تأثیر آموزش گروهی والدگری مثبت و مهارت‌های ارتباط مؤثر با همسر بر اهمال کاری تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان به لحاظ آماری تفاوت معناداری بین دو روش آموزشی وجود داشت.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effectiveness of group training on positive parenting therapy and effective communication skills with spouse on procrastination and academic self-efficacy of male students of the first year of secondary school in Farsan city.

نویسندگان [English]

  • Shahab Maleki 1
  • Tayebeh sharifi 2
  • Ahmad Ghazanfari 3
  • Reza Ahmadi 4
1 Ph.D. Student in Psychology, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2 Full Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran. (Corresponding Author)
3 Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
4 Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
چکیده [English]

Introduction: The purpose of the present study was to compare the effectiveness of positive parenting group training and effective communication skills with spouse on procrastination and academic self-efficacy of male students of the first year of high school in Farsan city.
Methods: The research method was semi-experimental and pre-test, post-test, and follow-up with two experimental and control groups. The population includes all the parents of male students in the first year of secondary school in Farsan city, which are 60 people (20 people in the positive parenting training group, 20 people in the effective communication skills training group with spouse, 20 people in the control group) were selected and two experimental groups were given 8 sessions of positive parenting training and effective communication skills training. The measurement tools included the academic procrastination questionnaire of Solomon and Roth Bloom (1984), and the academic self-efficacy questionnaire of Jinks and Morgan (1999). To analyze the data, statistical methods of analysis of variance with repeated measurements were used. Results: The results showed that there was a significant difference between the effectiveness of positive parenting group training and effective communication skills with spouse on the average scores of academic procrastination and academic self-efficacy of male students in two stages of post-test and follow-up test.
Conclusion: Therefore, it can be said that the effect of positive parenting group training and effective communication skills with spouse on academic procrastination and academic self-efficacy of students was statistically significantly different between the two educational methods.

کلیدواژه‌ها [English]

  • positive parenting education
  • effective communication with spouse
  • academic procrastination
  • academic self-efficacy

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 68، شماره 1
فروردین-اردیبهشت1404
فروردین و اردیبهشت 1404
صفحه 123-133

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