تأثیر آموزش الگوی تلفیقی تعلیمی-مولوی بر روابط والد-فرزند دانشآموزان دختر
محورهای موضوعی : زن و خانوادهفریبا فرازی 1 , معصومه اسمعیلی 2 , حسین اسکندری 3 , محمد حاتمی 4
1 - مربی،دکتری روانشناسی تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران (نویسنده مسئول)
2 - دانشیار، گروه مشاوره، دانشگاه علامه طباطبایی، تهران، ایران
3 - دانشیار، گروه روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران
4 - دانشیار، گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران
کلید واژه: مهارتهای ارتباطی, الگوی تلفیقی تعلیمی-مولوی, روابط والد-فرزند, دانشآموران دختر,
چکیده مقاله :
والدین و فرزندانشان در دوران نوجوانی روابط تازهای با یکدیگر برقرار میکنند. هدف از پژوهش حاضر بررسی تأثیر آموزش الگوی تلفیقی تعلیمی-مولوی بر روابط والد-فرزند بود. روش پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بود و جامعه آماری کلیه دانشآموزان دختر کلاس دوازدهم هنرستانهای شهر بیرجند در سال تحصیلی 96-95 بودند. از این جامعه تعداد 30 نفر که ویژگیهای ورودی موردنظر را داشتند به روش نمونهگیری خوشهای چندمرحلهای انتخاب شدند. از پرسشنامه رابطه والد-فرزند فاین، مورلند و سئوبل (1983)، برای سنجش متغیر وابسته استفاده شد. برنامه آموزشی طی 8 جلسه 1 ساعته برای گروه آزمایش اجرا شد و گروه کنترل مداخلهای دریافت ننمود. تجزیه و تحلیل دادههای پژوهش با استفاده از تحلیل کواریانس چندمتغیره انجام شد. نتایج نشان داد آموزش الگوی تلفیقی تعلیمی-مولوی موجب بهبود روابط والد–فرزند در مقابل گروه کنترل شد (05/0>P). با توجه به نتایج بدست آمده میتوان گفت در اثر آموزش الگوی تلفیقی تعلیمی-مولوی کیفیت روابط والد–فرزند بهبود پیدا میکند.
Parents and their children build new relationships with each other during adolescence. This study aimed to investigate the effect of Rumi’s integrated didactic model training on parent-child relationships. The present study was a Quasi-experimental research with a pretest-posttest control group design and the statistical population comprised all twelfth grade female students in Birjand technical schools in the academic year 2016-2017. Out of this population, 30 people who met the inclusion criteria were selected by multistage cluster sampling. Fine, Moreland and Schwebel Parent-Child Relationship Inventory (1983) was used to measure the dependent variable. The training program was performed in 8 sessions of 1 hour for the experimental group and the control group did not receive any intervention. The research data were analyzed using multivariate analysis of covariance. The results demonstrated that Rumi’s integrated didactic model training improved parent-child relationships compared to the control group (P <0.05). According to the obtained results, it can be stated that the quality of parent-child relationships improves as a result of Rumi’s integrated didactic model training.
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