تأثیر آموزش مهارتهای ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه
محورهای موضوعی : روانشناسی تربیتیجعفر بهادری خسروشاهی 1 , رامین حبیبی‌کلیبر 2
1 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2 - دکتری روانشناسی تربیتی، استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
کلید واژه: انگیزش تحصیلی, آموزش مهارتهای ارتباطی, سازگاری تحصیلی,
چکیده مقاله :
هدف این پژوهش تعیین تأثیر آموزش مهارت های ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه بود. روش پژوهش نیمه تجربی و از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش کلیه دانش‌آموزان پسر دوره متوسطه مدارس شهر ایلخچی می باشند که در سال تحصیلی 96-1395 مشغول به تحصیل بودند. نمونه شامل 52 دانش آموز بود که به روش نمونه گیری خوشه ای چندمرحله ای انتخاب و به صورت تصادفی در دو گروه آزمایش (25 نفر) و گروه کنترل (27 نفر) گمارده شدند. ابزار جمع آوری داده ها پرسشنامه سازگاری تحصیلی و انگیزش تحصیلی بود که تمام آزمودنی ها در مرحله پیش آزمون آن را تکمیل کردند، سپس برنامه آموزش مهارت های ارتباطی برای گروه آزمایش در هشت جلسه اجرا شد و در نهایت، پس آزمون از تمام گروه های گروه آزمایش و کنترل گرفته شد. به منظور تجزیه و تحلیل داده ها از روش تحلیل کواریانس استفاده شد. نتایج پژوهش نشان داد که آموزش مهارت های ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه تأثیر دارد. در واقع آموزش مهارت های ارتباطی باعث افزایش انگیزش درونی، انگیزش بیرونی و سازگاری تحصیلی شده و میزان بی انگیزشی را در دانش‌آموزان کاهش می دهد.
The aim of this study was to determine the effect of communication skills training on the academic motivation and academic adjustment of high school students. A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all high school students in Ilkhchi studing in the academic year 2016-2017. The sample consisted of 52 students who were selected by multistage cluster sampling and randomly assigned to two groups (N=25) and control (N=27) were assigned. The data collection instrument was the academic adjustment and academic motivation questionnaire that all participants completed as the pre-test. Then, the communication skill training was conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis. The findings indicated that communication skills training can affect academic motivation and academic adjustment of high school students. In fact, communication skills increase studentsʼ intrinsic motivation, extrinsic motivation and academic adjustment and reduce their of motivation.
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_||_Ahmadi, M. S., Hatami, H. R., Ahadi, H. R., & Asadzadeh, H. (2014). A Study of the Effect of Communication Skills Training on the Female Students’ Self-efficacy and Achievement. New Approaches in Educational Administration, 4(4), 105-116 [In Persian].
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self- efficacy, academic motivation and academic self- concept in predicting secondary school Students academic performance. Journal of Educational and Social Research, 3(2), 335-342.
Ardlan, E., Hosinchari, M. (2011). Predicting academic adjustment based on self-efficacy mediated communication skills. Educational Psychology Quarterly, 6(17), 1-28 [In Persian].
Arip, M. A. S. M., Yusooff, F. B., Jusoh, A. J., Salim, S. S. S., & Samad, N. A. (2011). The effectiveness of cognitive behavioral therapy (CBT) treatment group on self-concept among adolescents. International Journal of Humanities and Social Science, 1(8), 113-122.
Areepattamannil, SH. (2011). Academic self- concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. Ph. D. dissertation, Queen’s university, Ontario, Canada, 1-200.
Banepour, A. (2009). Investigating the effectiveness of positive self-talk in increasing social, academic, and emotional adjustment of junior high school students in Tehran. (Unpublished Master's thesis), University of Science and Research Branch of Tehran [In Persian].
Bengtsson, B., & Ohlsson, B. (2010). The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30,150–6.
Boulter, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36(2), 234-246.
Chen, K.C., & Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Behavior, 26, 741–752.
Ceyhan, A. A. (2006). An Investigation of Adjustment Levels of Turkish University Students whit Respect to Perceives Communication Skill Levels. Journal of Social Behavior and Personality, 34(4), 367-380.
Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Educational Psychology, 26, 431-453.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In r. Dienstbier (ED.), Nebraska symposium on motivation. Perspectives on Motivation, 38, 237-288.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(4), 97–105.
Ganji, H., Mami, SH., Amirian, K., & Niazi, E. (2015). The Effectiveness of Hardiness Training (Kobasa Mody Model) on Students’ Test Anxiety and Academic Achievement. Instruction and Evaluation Quarterly Journal, 29 (8), 61-73 [In Persian].
Gursimsek, I., Vural, D. E., & Demirsoz, E. S. (2008). The relation between emotional intelligence and communication skills of teacher candidate, Mehmet Akif Ersoy Universitesi Egitim Fkultesi Dergisi December, 1-11
Hargie, O., S., & Dickson, D. (2004). Skilled Interpersonal Communication: Research, Theory and Practice. NewYork: Routledge
Harrison, L. J., Clarke, L., & Ungerer, J. A. (2006). Children’s Drawing Provide a New Perspective on Teacher-Child Relation Quality and School Adjustment. Australia Macquarie University. Early Childhood Research Quarterly, P. 55-71.
Hedman, E., Mortberg, E., Hesser, H., Clark, D.M., Lekander, M., Andersson, E., & Ljotsson, B. (2013). Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behavior Research and Therapy, 51(10), 696-705.
Hong, E., Peng, Y., & Rowel, L. L. (2009). Homework self- regulation: grade, gender, achievement-level differences. Learning and Individual Differences, 19(2), 269-276.
Hughes, J.N., Dyer, N., Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182–194.
Hunter, D., Gambell, T., & Randhawa, B. (2005). Gender gaps in group listening and speaking: issues in social constructivist approaches to teaching and learning. Educational Review, 47, 329-355.
Jamali gareh gshlagi, E. (2015). The relationship between social intelligence, and control of aggression and increasing in individual adjustment among humanities students of Islamic Azad University of Urmia in the academic year 2014-2015. (Unpublished MSc thesis), Islamic Azad University of Urmia [In Persian].
Karimi, F., & Fekri, S. (2013). A study of life skills assessment among first grade high school students. Instruction and Evaluation Quarterly Journal, 6 (22), 73-85 [In Persian].
Kaur, D. (2006). International students and American higher education: A study of the academic adjustment experiences of six Asian Indian international students at a research level II University. (Unpublished doctoral dissertation), North Carolina University.
Kavousiaan, J., Farahani, M., Kadivar, P., Hooman, A., Shahraray, M., & Farzad, V. (2008). The Study of Effective Factors in High School Studentsʼ Academic Motivation. Journal of Psychology, 2(8), 81-104 [In Persian].
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Journal of Contemporary Educational Psychology, 6(3), 1-16.
Lopez, C., & Dubois, D. L. (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child and Adolescent Psychology, 34, 25-36.
Murray, C., & Murray, K. M. (2004). Correntes of teacher-atudent relationships: An examination of child demographic characteristics, behavioral orientations. Psychology in the Schools, 41, 751-762.
Nicholson, J. (2006). Computer-mediated learning: An empirical examination of the influence of technology, task, and individual characteristics. (Unpublished doctoral dissertation), Washington State University.
Pehlivan, K. B. (2005). Ogretmen adaylarmin illetisim becerisi algilari uzerine bircalisma. Illkogretim- online, 42(2), 17-23.
Porabdol, S., Sobhigaramalki, N., & Abassi, M. (2015). The comparison of cognitive failures, alexithymia and cognitive avoidance in students with and without specific learning disorder. Psychological methods and models, 6(20), 55-72 [In Persian].
Punia, S., & Sangwan, S. (2011). Emotional intelligence and social adaptation of school children. Journal of Psychology, 2(2), 83-87.
Reed-victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development and Care, 174 (1), 59-79.
Roeser, R. W., Eccles, J.S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudemonic well-being. Annual Review of Psychology, 52, 141-166.
Saif, A. A. (2012). Modern educational psychology. Tehran: Publication Doran [In Persian].
Schellenberg, R. (2012). The School Counselor's Study Guide for Credentialing Exams. New York: Routledge Taylor & Francis.
Scott, R., & Scott, W. A. (1998). Adjustment of adolescents: cross-cultural similarities and differences. London: Routledge.
Shahabi dimagani, L. (2017). The Relationship between Risky Behavior and Motivation with Cognitive Regulation Emotional Strategies among Secondary School Female Students of Tabriz. (Unpublished Master). Ajabshir Branch, Islamic Azad University [In Persian].
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