پیش‌بینی سلامت روان براساس باورهای غیرمنطقی معلمان مدارس استثنایی و عادی مقطع ابتدایی شهرستان یزد
محورهای موضوعی : تربیتیکاظم برزگر بفرویی 1 , زهرا گنجی 2
1 - عضو هیأت علمی پردیس علوم انسانی و اجتماعی، دانشگاه یزد، یزد، ایران
2 - دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه یزد، یزد، ایران
کلید واژه: معلمان, مدارس عادی, مدارس استثنایی, سلامت روان, باورهای غیرمنطقی,
چکیده مقاله :
هدف پژوهش پیش‌بینی سلامت روان براساس باورهای غیرمنطقی معلمان مدارس استثنایی و عادی مقطع ابتدایی شهرستان یزد است. روش پژوهش از نوع همبستگی است. جامعۀ مورد مطالعه همۀ معلمان مقطع ابتدایی مدارس استثنایی و عادی شهرستان یزد در سال تحصیلی 1392 بود. نمونۀ پژوهش60 نفر از معلمان مدارس استثنایی و 60 نفر از معلمان مدارس عادی بودند که با استفاده از روش نمونه‌گیری به ترتیب سرشماری و در دسترس تعیین شدند. برای جمع‌آوری داده‌ها از دو ابزار پرسشنامۀ باورهای غیرمنطقی جونز (1969) و پرسشنامۀ سلامت روان گلدبرگ (1979) استفاده شد. تحلیل داده‌ها با استفاده از آمار توصیفی با میانگین و انحراف معیار و آمار استنباطی با آزمون آماری رگرسیون چندمتغیره انجام گرفت. نتایج تحلیل داده‌ها، اهداف پژوهش را تأیید کردند. نتایج تحلیل رگرسیون نشان می‌دهد که باورهای غیرمنطقی (تأیید و حمایت از جانب دیگران، تمایل به سرزنش و اجتناب از مشکلات) توان پیش‌بینی سلامت روان معلمان مدارس عادی و کمال‌گرایی توان پیش‌بینی سلامت روان معلمان استثنایی را دارد (001/0P<). با توجه به نتایج حاصل می‌توان پیش‌بینی کرد که با تغییر باورهای غیرمنطقی معلمان مدارس استثنایی می‌توان به تغییر رفتار، سازگاری اجتماعی و سلامت روانی بهتر آنها کمک کرد.
This study aimed at predicting mental health based on irrational beliefs of regular and special primary school teachers of Yard, Iran. A correlational method was used and the population comprised all teachers of ordinary and special primary school of Yard in 2013. The sample consisted of 60 teachers of exceptional schools and 60 teachers of ordinary schools who were censured orderly and were determined available by sampling method. For data collection, the questionnaires of irrational believes of Jones (1969) and Goldberg (1979) mental health were used. The statistical instrument was multivariable regression. Results confirmed the research hypotheses. It was shown that there was a significant difference between irrational beliefs and mental health of ordinary and special primary school teachers. Regression analysis showed that irrational beliefs, demand for others’ approval, tendency to blame, avoiding possible problems in ordinary school teachers, and perfectionism have the potential for predicting special school teachers’ mental health. Mean scores of special school teachers was higher than ordinary school teachers (P<0.001). According to the obtained results we can predict that changing special school teachers’ irrational beliefs will help changes in their behavior, social adjustment, and their better mental health.
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