اثربخشی برنامه روان‌درمانگری مثبت‌نگر بر ارتقای سرمایه روان‌شناختی و بهزیستی دانش‌آموزان
الموضوعات :غلامرضا عباسی 1 , جلیل فتح‌آبادی 2 , امید شکری 3 , مجید ضرغام حاجبی 4
1 - دانشجوی دکتری روان شناسی تربیتی
واحد قم
دانشگاه آزاد اسلامی
قم، ایران
2 - دانشیار گروه روان شناسی کاربردی
دانشگاه شهید بهشتی
تهران، ایران
3 - استادیار گروه روان شناسی کاربردی
دانشگاه شهید بهشتی
تهران، ایران
4 - دانشیار گروه روان‌شناسی
واحدقم
دانشگاه آزاد اسلامی
قم، ایران
الکلمات المفتاحية: برنامة روان‌درمانگری مثبت‌نگر, سرمایة روان‌شناختی, مدل بهزیستی پرما, نیرومندی‌های منشی,
ملخص المقالة :
این پژوهش با هدف تعیین اثربخشی برنامة روان‌درمانگری مثبت‌نگر بر افزایش سرمایة روان‌شناختی و مدل بهزیستی پرما در دانش‌آموزان انجام شد. در یک پژوهش شبه‌تجربی با طرح پیش‌آزمون‌ـ پس‌آزمون با گروه گواه غیرمعادل و همراه با پیگیری دوماهه، 52 دانش‌آموز دختر در دو گروه آزمایش (27 نفر) و گواه (25 نفر) قبل و بعد از برنامة آموزشی به پرسش‌نامة سرمایة روان‌شناختی (لوتانز، آولیو، آوی و نورمن، 2007) و سیاهة روان‌درمانی مثبت‌نگر (رشید و سلیگمن، 2013) پاسخ دادند. از طریق 7 جلسه و هر جلسه دو ساعت، بستة روانی‌ـ آموزشی روان‌درمانگری مثبت‌نگر به شیوة گروهی برای گروه آزمایش اجرا شد. نتایج روش آماری تحلیل واریانس مختلط ساده نشان داد بستة روانی/ آموزشی روان‌درمانگری مثبت‌نگر در افزایش وجوه سرمایة روان‌شناختی شامل خودکارآمدی، امید، تاب‌آوری و خوش‌بینی و ابعاد مدل بهزیستی پرما شامل هیجان‌های مثبت، تعهدمندی، روابط، معنا و پیشرفت، مؤثر بوده است. نتایج این پژوهش، همسو با دیگر پیشرفت‌های انجام‌شده ذیل رویکرد آموزش و پرورش مثبت، نشان می‌دهد که مداخلة روانی‌ـ آموزشی روان‌درمانگری مثبت‌نگر از طریق تغذیة منابع مقابله‌ای یادگیرندگان و تجهیز سرمایة روانی آن‌ها در تدارک مهارت‌های ناظر بر تأمین بهزیستی، شادکامی و نیرومندی‌های منشی یادگیرندگان در کنار دیگر مهارت‌های تحصیلی سنتی در مؤثر بوده است.
Akhtar, M., & Boniwell, I. (2010). Applying positive psychology to alcohol-misusing adolescents: A group intervention. Group work: An Interdisciplinary Journal for Working with Groups, 20, 6-31.
Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 18, 110-118.
Au, W. C. C., & Kennedy, K. J. (2018). A positive education program to promote wellbeing in schools: A case study from a Hong Kong school. Higher Education Studies, 8 (4), 9-22.
Bernard, M., & Walton, K. (2011). The effect of You Can Do It! Education in six schools on student perceptions of wellbeing, teaching, learning and relationships. Journal of Student Wellbeing, 5, 22-37.
Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, 103-109.
Broderick, P., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35-46.
Brunwasser, S., & Gillham, J. (2008). A meta-analytic review of the Penn Resiliency Programme. Paper presented at the Society for Prevention Research, San Francisco, CA, May 2008.
Campion, J., & Rocco, S. (2009). Minding the mind: The Effects and potential of a school-based meditation programme for mental health promotion. Advances in School Mental Health Promotion, 2, 47-55.
Chen, Z., & Liu, Y. (2019). The different style of lifelong learning in China and the USA based on influencing motivations and factors. International Journal of Educational Research, 19, 13-25.
Desai, M. (2010). A rights-based preventative approach for psychosocial well-being in childhood. Netherlands: Springer.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A met analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Fredrickson, B. (2009). Positivity. New York: Crown Publishing Group.
Fredrickson, B. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1-53.
Froh, J., Kashdan, T., Ozimkowski, K., & Miller, N. (2009). Who benefits the most from a gratitude intervention in children and adolescents? Examining positive affect as a moderator. The Journal of Positive Psychology, 4, 408-422.
Froh, J., Sefick, W., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213-233.
Froh, J., Yurkewicz, C., & Kashdan, T. (2009). Gratitude and subjective well-being in early adolescence: Examining mechanisms and gender differences. Journal of Adolescence, 32, 633-650.
Gable, S. J., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103-110. Gashtasebi, Z., Shokri, O., Fathabadi, J., & Sharifi, M. (2017). The effect of attributional retraining program on achievement emotions and academic engagement among university students. Research in School and Virtual Learning, 4(16), 23-38. [In Persian].
Gillham, J. E., Reivich, K. J., Freres, D. R., Chaplin, T. M., Shatté, A. J., Samuels, B., Elkon, A. G. L., Litzinger, S., Lascher, M., Gallop, R., & Seligman, M. E. P. (2007). School-based prevention of depressive symptoms: A randomized controlled study of the effectiveness and specificity of the Penn Resiliency Program. Journal of Consulting and Clinical Psychology, 75(1), 9-19.
Gresham, F.M., Van, M.B., & Cook, C.R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.
Guichun, J., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: The multiple mediating effects of teachers' emotional support and students’ basic psychological needs. Journal of Adolescence, 77, 21-31.
Green, S., Anthony, T., & Rynsaardt, J. (2007). Evidence-based life coaching for senior high school students: Building hardiness and hope. International Coaching Psychology Review, 2, 24-32.
Huppert, F., & Johnson, D. (2010). A controlled trial of mindfulness training in schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5, 264-274.
Khanjani, M., Shahidi, S., Fathabadi, J., Shokri, O., Mazaheri, M. A., & Rahiminejad, P. (2016). Effectiveness of Pennsylvania resiliency program on decreasing depression, anxiety, stress symptoms and dysfunctional attitudes and increasing optimism in university students. Journal of Applied Psychology, 9(36), 19-35. [In Persian].
Khanjani, M., Shahidi, S., Fathabadi, J., Mazaheri, M. A., & Shokri, O. (2014). Factor structure and psychometric properties of the positive psychotherapy inventory (PPTI). Journal of Applied Psychology, 8 (29), 69-86. [In Persian].
Kiuru, N., Spinath, B., Clem, A. L., Eklund, K., Ahonen, T., & Hirvonen, R. (2020). The dynamics of motivation, emotion, and task performance in simulated achievement situations. Learning and Individual Differences, 80, 110-115.
Kooshki, E., Ghanbari, S., Shokri, O., & Fathabadi, J. (in press). Development of psychological empowerment comprehensive package and its effectiveness on university students’ health-oriented academic lifestyle behaviors. Developmental Psychology: Iranian Psychologists. [In Persian].
Kooshki, E., Shokri, O., Ghanbari, S., & Fathabadi, J. (2019). A meta-analysis of the effectiveness of the Penn Resilience Program (PRP) in reducing psychological distress and improving explanatory style in students. Quarterly Journal of Research in School and Virtual Learning, 7 (27), 9-22. [In Persian].
Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between perceived teacher-student relationships and academic stress among middle school students in China. Children and Youth Services Review, 114, 105-114.
Luthans, F., Avolio, B. J., & Avey, J. B. (2014). Psychological capital questionnaire: Manual development, applications, & research. Menlo Park, CA: Mind Garden Inc.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.
Luthans, F., Avey, J., Clapp-Smith, R., & Li, W. (2008). More evidence on the value of Chinese workers’ psychological capital: A potentially unlimited competitive resource? The International Journal of Human Resource Management, 19, 818-827.
Madden, W., Green, S., & Grant, T. (2010). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6, 71-83.
Mansoori, M., Shokri, O., Pourshahriar, H., Pouretemad, H. R., & Rahiminejad, P. (2014). Effectiveness of Pennsylvania resiliency program on attribution styles and psychological adjustment in college students. Journal of Applied Psychology, 8(30), 129-144. [In Persian].
Marques, S., Lopez, S., & Pais-Ribeiro, K. (2011). Building hope for the future: A program to foster strengths in middle-school students. Journal of Happiness Studies, 12, 139-152.
Mohebi, S., Shokri, O., & Pourshahriar, H. (2018). Effect of resilience education on cognitive appraisals, coping and emotions. Journal of Developmental Psychology: Iranian Psychologist, 15(57), 83-99. [In Persian].
Muro, A., Soler, J., Cebolla, A., & Cladellas, R. (2018). A positive psychological intervention for failing students: Does it improve academic achievement and motivation? A pilot study. Learning and Motivation, 63, 126-132.
Nidich, S., Mjasiri, S., Nidich, R., Rainforth, M., Grant, J., Valosek, L., Change, W., & Zigler, R. (2011). Academic achievement and transcendental meditation: A study with at-risk urban middle school students. Education, 131, 556-564.
Noble, T., & McGrath, H. (2008). The positive educational practices framework: a tool for facilitating the work of educational psychologists in promoting pupil wellbeing. Educational and child psychology, 25(2), 119-134.
Noble, T., & McGrath, H. (2015). PROSPER for student wellbeing. Positive Education Pathways and Policy. Netherlands: Springer.
Norrish, J. M., Williams, P., O‟Connor, M., & Robinson, J. (2013). An applied framework for Positive Education. International Journal of Wellbeing, 3(2), 147-161.
Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsylvania resilience training program on medical Students. Personality and Individual Differences, 62, 47-51.
Peterson, C., & Seligman, M., (2004). The VIA classification of strengths. Cincinnati: Values in Action Institute.
Pluskota, A. (2014). The application of positive psychology in the practice of education. Pluskota, 3 (147), 1-7.
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 110-115.
Rashid, T. (2005). Positive Psychotherapy Inventory. Unpublished manuscript, University of Pennsylvania.
Rashid, T. (2008). Positive Psychotherapy. In Lopez, S. J. (Ed.) Positive psychology: Exploring the best in people. (pp. 188-217) Westport, CT: Praeger.
Rashid, T. (2013). Positive psychology in practice: Positive psychotherapy. In Shane J. Lopez (Ed.), The Oxford handbook of happiness (pp. 978-993): New York, NY, Oxford University Press.
Rashid, T. (2015) Positive psychotherapy: A strength-based approach. The Journal of Positive Psychology, 10 (1), 25-40.
Rashid, T., & Ostermann, R. F. O. (2009). Strength-based assessment in clinical practice. Journal of Clinical Psychology: In Session, 65, 488-498.
Rashid, T., & Seligman, M. E. P. (2013). Positive psychotherapy. In D. Wedding & R. J. Corsini (Eds.), Current Psychotherapies (pp. 461-498). Belmont, CA: Cengage.
Rashid, T., & Seligman, M.E.P. (2018). Positive Psychotherapy: Workbook. New York: Oxford University Press.
Reichardt, C. S. (2009). Quasi-experimental design. In Millsap, R. E. & Maydew-Olivares, A. (Eds.), The SAGE handbook of quantitative methods in psychology. (pp 46-71). Thousand Oaks: CA, Sage.
Romo-González, T., Ehrenzweig, Y., Sánchez-Gracida, O. D., Enríquez-Hernández, C. B., López-Mora, G., Martínez, A., & Larralde, C. (2014). Promotion of individual happiness and well-being of students by a positive education intervention. Journal of Behavior, Health & Social, 5 (2), 79-102.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101-112.
Salehzadeh, P., Shokri, O., & Fathabadi, J. (2018a). Development and validation of the promoting and preventing Health-Oriented Academic Lifestyle Behaviors Questionnaire: Perspectives on contemporary theories of achievement motivation. Educational Measurement, 8 (30), 61-105. [In Persian].
Salehzadeh, P., Shokri, O., & Fathabadi, J. (2018b). Health-Oriented Academic Lifestyle: The newly emerging idea in the field of academic health psychology. Journal of Educational Psychology, 13 (46), 1-30. [In Persian].
Sarmad, Z., Bazargan, A., & Hejazi, E. (2017). Research methods in behavioral sciences. Tehran: Agah Publication. [In Persian].
Satari, B., Pourshahriar, H., & Shokri, O. (2016). The effectiveness of intervention package of regulate achievement emotions on reduce students negative emotions. Journal of School Psychology, 4 (4), 76-93. [In Persian].
Sedláček, M., & Šeďova, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26, 100-109.
Seligman, M. (2011). Flourish: A Visionary new understanding of happiness and well-being. New York: Free Press.
Seligman, M., Ernst, R., Gillham, J., Reivich, K., & Linkin, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311.
Seligman, M. E., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61, 774-788.
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 111-116.
Shokri, O., Gashtasbi, Z., Sharifi, M., Fathabadi, J., & Rahiminejad, P. (2016). Effectiveness of the attributional retraining program on cognitive emotion regulation strategies and academic resilience among university students. Positive Psychology Research, 2(2), 51-66. [In Persian].
Shokri, O., Mahdavian Mashhadi, P., & Khodaei, A. (2020). Factor structure, reliability and measurement invariance of the Psychological Capital Questionnaire for Iranian male and female teachers. Quarterly Journal of Research in School and Virtual Learning, 8 (29), 21-34. [In Persian].
Shokri, O., & Pourshahriar, H. (2019). The effectiveness of the enrichment of interpersonal relationship skills program on causal attributions, interpersonal conflict solution strategies, cognitive coping skills and perceived positive relations with others. Journal of Developmental Psychology: Iranian Psychologist, 15(59), 287-308. [In Persian].
Shokri, O., Shahidi, S., Mazaheri, M. A., Fathabadi, J., Rahiminejad, P., & Khanjani, M. (2014). Evaluating the effectiveness of an immunization intervention program for undergraduate against negative emotional experiences based on the Pennsylvania preventive model. Journal of Educational Measurement & Evaluation Studies, 4 (7), 165-190. [In Persian].
Shoshani, A., & Steinmetz, S. (2013). Positive psychology at school: A school-based intervention to promote adolescents’ mental health and well-being. Journal of Happiness Studies, 24, 1-12.
Simonton, K. L., & Garn, A. C. (2020). Control-value theory of achievement emotions: A closer look at student value appraisals and enjoyment. Learning and Individual Differences, 81, 101-109.
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), 445-453.
Ungar, M., Russell, P., & Connelly, G. (2014). School based interventions to enhance the resilience of students. Journal of Educational and Developmental Psychology, 4(1), 66-83.
Waters, L. (2011). A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, 28(2), 75-90.
White, M. A., & Kern, M. L., (2018). Positive education: Learning and teaching for wellbeing and academic mastery. International Journal of Wellbeing, 8(1), 1-17.
Yates, L. (2007). Learning to ‘become some body well’: Challenges for educational policy. The Australian Educational Researcher, 34, 35-52.
You, J. W. (2016). The relationship among college students' psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.
Yu, S., & Levesque-Bristol, C. (2020). A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61, 101-110.
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.
_||_
