اثربخشی آموزش تنظیم هیجان بر اشتیاق تحصیلی، استرس تحصیلی و عملکرد تحصیلی
محورهای موضوعی : روش ها و مدل های روانشناختیسولماز هاشمی خسروشاهی 1 , منصوره حاج حسینی 2 * , فاطمه سعیدی 3 , سیده شقایق حسن پور درویشی 4
1 - دانشجوی دکتری تخصصی روانشناسی تربیتی دانشگاه تهران پردیس ارس، تهران، ایران.
2 - دانشیار گروه روان شناسی تربیتی و مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 - دانشجوی دکتری تخصصی روانشناسی تربیتی دانشگاه تهران پردیس ارس، تهران، ایران.
4 - دانشجوی دکتری تخصصی روانشناسی تربیتی دانشگاه تهران پردیس ارس، تهران، ایران.
کلید واژه: تنظیم هیجان, اشتیاق تحصیلی, استرس تحصیلی, عملکرد تحصیلی,
چکیده مقاله :
زمینه و هدف: پژوهش حاضر با هدف تعیین اثر بخشی آموزش تنظیم هیجان بر اشتیاق تحصیلی، استرس تحصیلی و عملکرد تحصیلی انجام شد.
روش: روش پژوهش آزمایشی با طرح نیمه آزمایشی پیش آزمون – پس آزمون با گروه گواه بود. جامعه آماری پژوهش کلیه دانش آموزان دختر شهر تبریز بودند. برای انتخاب نمونه 30 نفر از دانش اموزان دختر به صورت در دسترس بر اساس ملاک ورود (نمرات پایین در عملکرد و اشتیاق تحصیلی و نمرات بالاتر در استرس تحصیلی) انتخاب و به روش تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار جمع آوری اطلاعات شامل پرسشنامه مقیاس اشتیاق تحصیلی فردریکز، بلومنفیلد و پاریس، پرسشنامه عملکرد تحصیلی فام و تیلور، پرسشنامه استرس تحصیلی الیوت و بسته آموزشی آموزشی تنظیم هیجان گراس بود. به منظور تحلیل داده ها از تحلیل کواریانس استفاده شد.
یافته ها: یافته های پژوهش نشان داد که آموزش تنظیم هیجان بر اشتیاق تحصیلی، کاهش استرس تحصیلی و بهبود عملکرد تحصیلی دانش آموزان موثر است.
نتیجه گیری: بنابراین می توان از یافته های پژوهش حاضر برای بهبود عملکرد و اشتیاق تحصیلی و کاهش استرس تحصیلی دانش آموزان بهره برد.
Background and purpose: The present study was conducted with the aim of determining the effectiveness of emotion regulation training on academic enthusiasm, academic stress and academic performance
Methods: The experimental research method was a semi-experimental pre-test-post-test design with a witness group. The statistical population of the research was all the female students of Tabriz. To select the sample, 30 female students were selected Available, based on the entry criteria (low grades in performance and academic enthusiasm and higher grades in academic stress) and were randomly assigned to two experimental and witness groups. The data collection tools included Fredericks, Blumenfield and Paris Academic Enthusiasm Questionnaire, Pham and Taylor Academic Performance Questionnaire, Elliott Academic Stress Questionnaire and Grass Emotion Regulation Training Package. In order to analyze the data, the analysis of covariance was used
Findings: The results showed that emotion regulation training has an effect on academic enthusiasm. The findings of the research showed that emotion regulation training is effective on academic enthusiasm, reducing academic stress and improving academic performance of students
Conclusion: Therefore, the findings of the current research can be used in the students' community to improve academic performance and enthusiasm and reduce academic stress
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