نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری ،گروه روان شناسی تربیتی ، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.
2 دانشیار،گروه روانشناسی بالینی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران. (نویسنده مسئول)
3 استادیار،گروه روان شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Introduction
Perspective-taking, as a fundamental component of emotion regulation, enhancement of interpersonal relationships, reflection on experiences, and attainment of personal integration, can play a pivotal role in teacher training. Material and Method
The present study aimed to examine the effectiveness of social perspective-taking training on academic optimism, egocentrism, and prosocial behaviors among teachers. This study was conducted using a quasi-experimental method with a pretest-posttest and follow-up design with experimental and control groups. The statistical population consisted of female elementary school teachers in District 18 of Tehran, from whom 50 individuals were selected through convenience sampling and randomly assigned to experimental and control groups (25 participants in each group). The experimental group received social perspective-taking training, while the control group did not receive any intervention. Research instruments included the Academic Optimism Scale (Beard et al., 2010), the Egocentrism Scale (Tajmirriyahi et al., 2020), and the Prosocial Behavior Scale (Caprara et al., 2005).
Results
Results of mixed-design ANOVA indicated that social perspective-taking training had a significant effect on increasing academic optimism, reducing egocentrism, and enhancing prosocial behaviors among teachers (p < .01), with these effects remaining stable at follow-up.
Conclusion
Overall, findings suggest that social perspective-taking training, by fostering cognitive-emotional growth and empathy in teachers, can serve as an effective approach to improving educational quality in elementary schools.
کلیدواژه‌ها [English]
)