مقایسه اثر بخشی آموزش گروهی روانشناسی مثبت‌گرا و آموزش گروهی فراشناخت بر انگیزه پیشرفت تحصیلی دانش‌آموزان دختر قرنطینه شده با خانواده

محورهای موضوعی : زن و خانواده

فریبا نریمانی ¹ , معصومه آزموده ² , شعله لیوارجانی ³ , جواد مصرآبادی ⁴

1 - دانشجوی دکتری، گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران.
2 - استادیار، گروه روانشناسی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران (نویسنده مسئول) [e-mail]
3 - استادیار، گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
4 - استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

تاریخ دریافت : 1401/01/30 تاریخ پذیرش : 1401/05/01 تاریخ انتشار : 1402/06/01

کلید واژه: فراشناخت, انگیزه پیشرفت تحصیلی, روانشناسی مثبت‌گرا, قرنطینه,

چکیده مقاله :

این پژوهش با هدف بررسی مقایسه اثربخشی آموزش گروهی روانشناسی مثبت‌گرا و آموزش گروهی فراشناخت بر میزان انگیزه پیشرفت تحصیلی دانش‌آموزان دختر دوره دوم متوسطه ناحیه یک تبریز انجام شد. روش پژوهش حاضر، نیمه آزمایشی و به صورت طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان دختر دوره دوم آموزش و پرورش ناحیه یک تبریز در سال تحصیلی 1400-1399 بود. مجموعاً 90 نفر دانش آموز با روش نمونه‌گیری تصادفی خوشه ای چند مرحله‌ای انتخاب و به طور تصادفی در سه گروه مساوی جایگزین شدند. گروه آزمایش آموزش فراشناخت، به شکل ترکیبی بسته آموزشی ولز و رابینیا را در هشت جلسه 90 دقیقه‌ای گروهی به صورت هفتگی و گروه آزمایش روانشناسی مثبت‌گرا، بسته ترکیبی چراغیان (1393) و بسته آموزشی (AFMAS) را در 9 جلسه 90 دقیقه‌ای گروهی به صورت هفتگی دریافت کردند. گروه کنترل هیچ مداخله‌ای دریافت نکرد. هر سه گروه در دو مرحله پیش آزمون، پس آزمون با پرسشنامه انگیزه پیشرفت هرمنس (1970) مورد ارزیابی قرار گرفتند. در نهایت داده ها با استفاده از روش‌ آماری کوواریانس تک راهه ANCOVA تحلیل شد. یافته‌ها نشان دادند که آموزش گروهی روانشناسی مثبت‌گرا (P<0/05) و آموزش گروهی فراشناخت (05/0>P) هر دو بر میزان انگیزه پیشرفت تحصیلی دانش‌آموزان موثر بودند و در میزان تاثیر بین دو آموزش تفاوت معنی داری مشاهده نشد. بنابراین نتیجه‌گیری شد هر دو آموزش مثبت گرا و فراشناخت موجب افزایش انگیزه پیشرفت تحصیلی دانش‌آموزان شدند.

چکیده انگلیسی:

This research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using  ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement.

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