تأثیر آموزش مهارتهای فردی- اجتماعی بر خودباوری و مخاطره پذیری دانش‌آموزان پسر پایه اول دوره متوسطه
محورهای موضوعی : روش ها و مدل های روانشناختی
نجمه حمید
1
(دانشیار روانشناسی بالینی دانشگاه شهید چمران اهواز)
محمد الماسی
2
(دانشجوی کارشناسی ارشد روانشناسی بالینی دانشگاه شهید چمران اهواز)
مهناز مهرابی زاده هنرمند
3
(استاد روانشناسی دانشگاه شهید چمران اهواز)
کلید واژه: مهارتهای فردی- اجتماعی, خودباوری, مخاطره پذیری,
چکیده مقاله :
سابقه و هدف: هدف پژوهش تآثیر آموزش مهارتهای فردی-اجتماعی بر خودباوری و مخاطره پذیری دانش‌آموزان پسر پایه اول دوره متوسطه بود. طرح این پژوهش از نوع آزمایشی با پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل بوده است.
مواد و روش ها: نمونه پژوهش متشکل از 60 دانش‌آموز است که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تصادفی انتخاب و در دو گروه آزمایشی و گواه گمارده شدند. ابزار مورد استفاده در این پژوهش، شامل آزمون خودباوری پیرز- هاریس و مقیاس مخاطره پذیری نوجوانان ایرانی بوده است. گروه آزمایشی طی 9 جلسه 90 دقیقه‌ای، تحت آموزش مهارتهای فردی-اجتماعی قرار گرفتند، اما گروه کنترل مداخله ای دریافت نکردند. بعد از خاتمه جلسات درمانی و پس از دوره پیگیری 2 ماهه، مجدداً هر دو گروه ارزیابی شدند.
یافته ها: نتایج نشان داد که میان گروه آزمایش و کنترل از لحاظ خودباوری و مخاطره پذیری تفاوت معنی‌داری وجود داشت (01/0>P). در گروه آزمایش، میزان خودباوری در مقایسه با پیش‌آزمون و گروه کنترل افزایش، اما میزان مخاطره پذیری کاهش یافته بود. این نتایج به طور معنی‌داری در دوره پیگیری تداوم داشت.
نتیجه گیری: آموزش مهارت های فردی-اجتماعی بر خودباوری و مخاطره پذیری دانش‌آموزان پسر پایه اول دوره متوسطه موثر بوده است.
Background and aims: The aim of present research was to investigate the effect of life skills training on self-believe and risk taking of first high school male students.
Methods: The research method was experimental with pre-post, fallow up and control group. The sample consisted of 60 male students who were selected by random cluster sampling. Then randomly divided into two groups as experimental and control. The instruments were Pires- Haris self-concept Questionnaire, Iranian Adolescents Risk-taking Scale and Life Skills Training Guide. The experimental group administered 9 sessions of life skills training but the control group did not receive any intervention. Also, we used MANCOVA to analyze the data.
Results: The results revealed that there were significant differences between experimental and control group in self concept and risk taking (P < 0.01). The rate of self concept in experimental group in compare with control group increased, but the rate of risk taking decreased. Furthermore, these results significantly persistent after fallow up period.
Conclusion: life skills training effective on self-believe and risk taking of first high school male students.
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