تأثیر آموزش مهارت‌های زندگی بر سازگاری اجتماعی و عملکرد تحصیلی دانش‌آموزان دختر نوجوان
محورهای موضوعی : تربیتی
زیور جمالی پاقلعه
1
(کارشناسی ارشد روان‌شناسی، دانشگاه تهران)
سمیه جمالی پاقلعه
2
(دانشجوی دکترای روان‌شناسی تربیتی، دانشگاه الزهرا)
مهناز جدیدی فیقان
3
(کارشناسی ارشد روان‌شناسی، دانشگاه اصفهان)
مرضیه نظری بدیع
4
(کارشناسی ارشد روان‌شناسی، دانشگاه علوم پزشکی همدان)
کلید واژه: آموزش مهارت‌های زندگی, دانش‌آموزان دختر نوجوان, عملکرد تحصیلی, سازگاری اجتماعی,
چکیده مقاله :
هدف این پژوهش، تعیین تأثیر آموزش مهارت‌های زندگی بر سازگاری اجتماعی و عملکرد تحصیلی دانش‌آموزان دختر مقطع راهنمایی شهرستان یزد بود. این پژوهش نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون و گروه گواه بود. جامعۀ آماری پژوهش تمامی دانش‌آموزان دختر مقطع راهنمایی شهر یزد در سال تحصیلی 91ـ1390 بودند. نمونۀ پژوهش 30 دانش‌آموز دختر پایۀ دوم راهنمایی بودند که به شیوه نمونه‌گیری تصادفی چندمرحله‌ای، انتخاب و با روش تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزارهای مورد استفاده، پرسشنامۀ شخصیت کالیفرنیا (ثورپ، کلارک و تیکز، 1953) و معدل دانش‌آموزان در نیم سال اول و دوم سال تحصیلی 91ـ1390 بود. برنامۀ آموزش مهارت‌های زندگی در 12 جلسۀ 90 دقیقه‌ای به‌صورت هفتگی بر روی گروه آزمایش اجرا گردید. نتایج تحلیل کواریانس نشان داد که آموزش مهارت‌های زندگی بر سازگاری اجتماعی و همچنین عملکرد تحصیلی دانش‌آموزان دختر نوجوان مؤثر است (01/0>P ). بنابراین نتیجه‌گیری می‌شود که آموزش مهارت‌های زندگی به مثابۀ مهارت‌های زیربنایی سلامت روان رویکردی مؤثر در سازگاری اجتماعی و پیشرفت تحصیلی دانش‌آموزان دختر نوجوان می‌باشد.
The aim of the present study was to determine the effect of life skills training on social adjustment and academic performance of guidance- school female students in Yazd city. The statistical research used a quasi-experimental design with pretest-posttest and control group. The population was all guidance school female students of Yazd city in 2011-2012 (1390-91s.c.) academic year. The research sample included thirty second- grade students who were selected through multistage random sampling who were then assigned randomly into two experimental and control groups: The instruments used were California Test of Personality (Thorpe, Clarck & Tiegs, 1953) and students’ grades in the first and second semester of 2011- 2012 academic year. The life skills training included 12 sessions, each 90 minutes, on a weekly basis for training group. The results of analysis of covariance indicated that life skills training is effective on social adjustment and academic performance of adolescent female students (P < 0.001). Therefore, it is concluded that life skills training, as basic skills of mental health, can be an effective approach in increasing social adjustment and academic performance of adolescent female students.
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