مقایسه اثربخشی عزت‌نفس‌افزایی مبتنی بر رویکرد پدیدارشناسی و عزت‌نفس‌افزایی شناختی- رفتاری بر عزت¬نفس و انگیزش تحصیلی دختران نوجوان
پرستو پرویزی
1
(
دانشجوی دکتری رشته روانشناسی تربیتی، واحد اصفهان (خوراسگان)دانشگاه آزاد اسلامی ، اصفهان، ایران
)
محسن گل پرور
2
(
استاد، گروه روانشناسی، واحد اصفهان ( خوراسگان ) دانشگاه ازاد اسلامی ، اصفهان، ایران ( نویسنده مسئول)drmgolparvar@gmail.com
)
مژگان عارفی
3
(
استادیار،گروه روانشناسی، واحد اصفهان ( خوراسگان ) دانشگاه آزاد اسلامی ، اصفهان، ایران
)
کلید واژه: رویکرد پدیدارشناسی, آموزش شناختی رفتاری, عزت¬نفس, انگیزش تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر مقایسه اثربخشی عزت‌نفس‌افزایی مبتنی بر رویکرد پدیدارشناسی و عزت‌نفس‌افزایی شناختی- رفتاری بر عزت¬نفس و انگیزش تحصیلی دختران نوجوان است. روش پژوهش نیمه تجربی با طرح پیش آزمون، پس آزمون و پیگیری با گروه گواه بود. کلیه دانش‌آموزان دختر متوسطه دوم شهر اصفهان در سال تحصيلي 1400-1401 جامعه آماری پژوهش را تشکیل دادند. از جامعه آماری، 45 دانش‌آموز دختر دارای ملاك-های ورود به¬شیوه هدفمند انتخاب و به¬صورت تصادفي در سه گروه (دو گروه آزمايش و يک گروه کنترل)، هر گروه 15 نفر جايگذاری شدند. دو گروه آموزشی، آموزش عزت¬نفس افزایی مبتنی بر رویکرد پدیدارشناسی و عزت-نفس افزایی شناختی رفتاری را طی 8 جلسه هفتگی دریافت کردند و گروه گواه آموزشی نگرفتند. ابزار گردآوری داده¬ها پرسشنامه¬ عزت‌نفس کوپر-اسمیت (1967) و مقیاس انگیزش تحصیلی والراند (1992) بودند. داده¬ها با آزمون تحلیل واریانس با اندازه¬های تکراری و آزمون تعقیبی بونفرونی با نرم¬افزار SPSS-26 تجزیه و تحلیل شدند. نتایج نشان داد که هر دو آموزش عزت¬نفس افزایی مبتنی بر رویکرد پدیدارشناسی و شناختی رفتاری بر عزت¬نفس و انگیزش تحصیلی اثربخش بوده و این اثربخشی در پیگیری 60 روزه پایدار مانده است (05/0p). با توجه به یافتهها که نشان داد آموزش¬های عزت‌نفس‌افزایی مبتنی بر رویکرد پدیدارشناسی و عزت‌نفس‌افزایی شناختی رفتاری بر افزایش عزت¬نفس و انگیزش تحصیلی دختران نوجوان اثربخش است، بنابراین این دو بسته آموزشی می¬توانند درجهت یاری دختران نوجوان استفاده شوند.
چکیده انگلیسی :
The purpose of this research is to compare the effectiveness of self-esteem training based on the phenomenological approach and cognitive-behavioral self-esteem training on self-esteem and academic motivation of teenage girls. The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. All secondary school girls of Isfahan city in the academic year 1400-1401 formed the statistical population of the research. From the statistical population, 45 female students with entry criteria were selected in a purposeful manner and randomly divided into three groups (two experimental groups and one control group), 15 people in each group. Two educational groups received self-esteem training based on the phenomenological approach and cognitive-behavioral self-esteem training during 8 weekly sessions, and the control group did not receive training. The data collection tools were the Cooper-Smith Self-Esteem Questionnaire (1967) and the Wallerand Academic Motivation Scale (1992). The data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test with SPSS-26 software. The results showed that both self-esteem training based on phenomenological and cognitive-behavioral approaches were effective on self-esteem and academic motivation, and this effectiveness remained stable in the 60-day follow-up (p0.05). According to the findings, both educational packages are effective in increasing the self-esteem and academic motivation of adolescent girls, so these two packages can be used to help teenage girls.
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