مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد

مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد

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
شهاب مالکی 1
طیبه شریفی 2
احمد غضنفری 3
رضا احمدی 4
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
آموزش والدگری مثبت
ارتباط مؤثر با همسر
اهمال کاری تحصیلی
خودکارآمدی تحصیلی
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
  1. Aitken, M. (2019). A personality profile of the college student procrastinator. unpublished doctoral dissertation, University of Pittsburgh.
  2. Knaus, W.J. (2019). Overcoming procrastination. New York: Signet Books.
  3. Rosario, P., Costa, M., Nunez, J. C., Gonzalez-Pienda, J., Solano, P., & Valle, A. (2010). Academic procrastination: associations with personal, school, and family variables. The Spanish Journal of Psychology, 12, 118-127.
  4. Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020). Control-value appraisals, achievement emotions, and foreign language performance: a latent interaction analysis. Learn. Instruct. 69, 1–12. doi: 10.1016/j.learninstruc.2020.101356.
  5. Bandura, A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt (Eds.) Great Minds in Management (pp. 9-35). Oxford: University Press.
  6. Arán Filippetti, V., & Krumm, G. A. (2020). hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child. Neuropsychol. 2020, 26, 770–800.
  7. Muhammed Yusuf, K. (2018). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia- Social and Behavioral Sciences, 15: 2623–2626.
  8. Torres, J.B. & Solberg, S. (2017) Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1):53-63.
  9. Bahar, H.H. (2019). The effects of gender perceived social support and sociometric status on academic success. Procedia- Social and Behavioral Sciences, 2(2): 3801–3805.
  10. Arme, K. (2018). The relationship between academic motivation, academic achievement, and Parenting students. Procedia- Social and Behavioral Sciences, 15: 399–402.
  11. Mäntymaa, M. (2019). Early mother-infant interaction. Doctoral dissertation, University of Tampere, Finland.
  12. Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the triple p- positive parenting program. Annual review of clinical psychology, 8, 345-379.
  13. Pianta, R. C. (2017). Patterns of relationships between children and kindergarten teachers. Journal of school psychology, 32, 15-32.
  14. Sheperis, C., Sheperis, D. Monceaux, A. Davis, J. R. & Lopez. B. (2015). Parent- child interaction therapy for children with special needs. The professional counselor, 2, 248-260.
  15. Merill, K. & Gimple, G. A. (2019). Social skills of children and Adolescents: conceptualization, Assessment, and Treatment. New Jersey: Lawrence Erlaum Associates, Inc.
  16. Shioms, K. Matsushima, R., & Kuhhlman, D. M. (2018). Shyness in self disclosure mediated by social pskill. Psychological reports. 86, 333-338.
  17. Solomon, L.J., & Rothblum, E.D. (1984). Academic pro[1]crastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503- 509.
  18. Fatehnejat, F., Soltani, A.A., Andishmand, V., Manzari Tavakoli, A. (2024). The Structural Equation Modeling of Academic Procrastination Based on Dependence on Cyberspace and Executive Functions with the Mediation of Time Management in Junior Female High School Students. MEJDS 2024; 14 :44-44
     Namian, S., Hosseinchari, M. (2011). Explanation of students' academic procrastination based on religious beliefs and core of control. Educational Psychology Studies, 8(14), 99-128. doi: 10.22111/jeps.2012.705.
  19. Jokar, B. and Delavarpour, M.A. (2007). The relationship between educational procrastination and goals Progress, New Educational Ideas Quarterly, 3 (3 and 4), -80.
  20. Jinks, J., & Morgan, V. (1999). Children’s Perceived Academic Self-Efficacy: An Inventory Scale. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 72(4), 224–230. https://doi.org/10.1080/00098659909599398
  21. Sherer, M., & Adams, C. H. (1983). Construct validation of the Self-efficacy Scale. Psychological Reports, 53(3, Pt 1), 899–902.
  22. Gottman JM. Gottman method couple therapy. Clinical Handbook of Couple Therapy, 2008; 4(8): 138-164, Family and health Quarterly, vol14, Issue 1, Spring 2024, ISSN: 2322-3065 https://journal.astara.ir/article_712794.html 17 Haghighatbayan http://ssu.ac.ir/cms/fileadmin/user_upload/vonline/etiad/manabeamoozeshi/Couple_t herapy.pdf#page=155
  23. Aslani, Kh., Varasteh, Aman Elahi, A. (2016). The effectiveness of positive parenting program training on the quality of parent-child interaction. Culture of Counseling and Psychotherapy, 7(28), 183-201. doi: 10.22054/qccpc.2017.7095
  24. Safarpour, A., Zahrakar, K., & Farzad, V. (2022). The effectiveness of Gutman couple therapy on improving the quality of life and reducing marital burnout. Journal of Applied Family Therapy, 3(3), 580-599. doi: 10.22034/aftj.2023.349310.1673
  25. Zandi, R. (2019) Investigating the effectiveness of positive parenting training on strengthening academic motivation and academic self-efficacy of first grade elementary school students. Master's thesis in psychology, Shiraz University.
  26. Daneshvar, S. (2018). Investigating the effect of communication skills training on women's sense of self-efficacy, marital motivation and commitment. Master's thesis in psychology, University of Kerman.
  27. Shariat Bagheri, M.M., and Nikparvar, F. (2017). The effect of social-communication skills training on students' responsibility, perception and adaptation. Psychological methods and models, 9 (32), 207-223.
  28. Farshad M R, Najarpourian S, Shanbedi F. The Effectiveness of the Positive Parenting Education Based on Sanders' Approach on Happiness and Parent-Child Conflict of Students. J Child Ment Health 2018; 5 (1) :59-67.
  29. Woolley, K. (2019). The Effectiveness of Positive Parenting Program in Academic Motivation, and Academic Self Efficacy and communication students. J Fam Psychol, 20(2):256-65.
  30. Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. (2018). The affective communication skills on Motivation and academic self-efficacy. Psychological Bulletin, 113, 487-496.
  31. Lauren, G. P. (2019) The flexibility of distress tolerance through a brief Acceptance and Commitment Therapy intervention: a pilot study, Psychology and Neuroscience Electronic Theses and Dissertations.
مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 68، شماره 1
فروردین-اردیبهشت1404
فروردین و اردیبهشت 1404
صفحه 123-133