اثربخشی آموزش خودکنترلی بر نشانگان رفتاری برونی‌سازی شده – مورد مطالعه: دانش‌آموزان پسر پایۀ دوم مدارس ابتدایی یزد
محورهای موضوعی : تربیتیحسن زارعی محمود آبادی 1 , رویا روشن بخش یزدی 2 , لیلا اکرمی 3
1 - دانشیار گروه روان شناسی ، دانشکده روان شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران
2 - کارشناس ارشد مشاوره، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی یزد ، یزد، ایران
3 - دکترای روان شناسی و آموزش کودکان با نیازهای خاص، دانشکده روان شناسی و علوم تربیتیِ، گروه روان شناسی، دانشگاه یزد، یزد، ایران
کلید واژه: دانش‌آموز, خودکنترلی, مقطع ابتدایی, نشانگان رفتاری برونی‌سازی شده,
چکیده مقاله :
هدف از این پژوهش تعیین اثربخشی آموزش خودکنترلی بر نشانگان رفتاری برونی‌سازی شده در دانش‌آموزان پسر مقطع ابتدایی شهر یزد است. این مطالعه از نوع نیمه آزمایشی بود که در اجرای آن از طرح پیش‌آزمون- پس‌آزمون با گروه کنترل استفاده شد. جامعۀ آماری شامل تمام دانش‌آموزان پسر پایۀ دوم مدارس ابتدایی شهرستان یزد بودند که با استفاده از روش نمونه گیری تصادفی خوشه‌ای چند مرحله‌ای 30 نفر دانش‌آموز انتخاب و به گونۀ تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. دانش‌آموزان گروه آزمایش در 8 جلسه برنامۀ مداخلۀ آموزش خودکنترلی شرکت کردند و گروه کنترل آموزشی دریافت نکردند. از چک لیست مشکلات رفتاری کودکان (Achenbach, 2001) برای جمع آوری اطلاعات و برای تجزیه و تحلیل داده های حاصل از پژوهش، از روش تحلیل کواریانس چندمتغیری استفاده شد. نتایج حاکی از این بود که گروه آزمایش نسبت به گروه کنترل، میزان رفتارهای قانون‌شکنانه، پرخاشگری و نشانگان رفتاری برونی‌سازی شده (001/0p<) در آنها کاهش یافته است؛ بنابراین می توان نتیجه گرفت که آموزش خودکنترلی می تواند به عنوان یک مداخلۀ سودمند در تعدیل نشانگان رفتاری برونی‌سازی شده باشد و اثر مثبتی بر آن داشته باشد.
The purpose of this study was to determine the effect of self-control training on externalized behavioral syndrome in elementary school male students. This was a semi-experimental study in which the pre-test-post- test design with control group was used. The statistical population consisted of all secondary elementary school boys in Yazd city. Using multistage cluster random sampling method, therefore 30 students were selected and randomly assigned to experimental and control groups. The experimental group students participated in 8 sessions of educational intervention program and the control group did not receive training. The Child Behavioral Problems Checklist (CBCL, Achenbach, 2001) was used for data collection and multivariate analysis of covariance was used to analyze the data. The results showed that the experimental group had lower the lawlessness behaviors, aggression and externalizing behavioral symptoms than the control group (P<0/001). Therefore, it can be concluded that education self-control can be a useful intervention to modulate externalizing behavioral symptoms and have a positive effect on it.
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