مقایسه اثر بخشی سه روش آموزش گروهی سرزندگی تحصیلی، روش مثبت نگر و چشم انداز زمان بر اشتیاق تحصیلی و سرزندگی تحصیلی دانش آموزان پسر پایه نهم
الموضوعات :
محسن شریفی علون آبادی
1
(دانشجوی دکتری روانشاسی تربیتی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
مژگان عارفی
2
(استادیار گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
اصغر آقایی
3
(استاد گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
الکلمات المفتاحية: چشم انداز زمان, سرزندگی تحصیلی, مثبت نگر, اشتیاق تحصیلی, دانش آموزان پسر پایه نهم,
ملخص المقالة :
هدف از انجام پژوهش مقایسه اثر بخشی آموزش گروهی سرزندگی تحصیلی، روش مثبت نگر و چشم انداز زمان بر اشتیاق تحصیلی و سرزندگی تحصیلی دانش آموزان پسر پایه نهم شهر اصفهان بود. این پژوهش از نوع نیمه آزمایشی با طرح چهار گروهی سه مرحله ای بود. جامعه آماری دانش آموزان پسر پایه نهم در سال تحصیلی 1400-1399بودند. حجم نمونه شامل 72 دانش آموز پایه نهم بود که به روش نمونه گیری هدفمند انتخاب شدند. ابزار اندازه گیری داده ها شامل پرسشنامه اشتیاق تحصیلی (Fredericks, Blumenfeld & Paris, 2004) و پرسشنامه سرزندگی تحصیلی (Dehghanizadeh & Huseinchari, 2013) بود. داده ها با روش های تحلیل واریانس اندازه گیری مکرر تجزیه و تحلیل شدند. این تحلیل ها با کمک نرم افزار SPSS (ویرایش 22) انجام شد. نتایج نشان داد بین گروه ها در نمرات اشتیاق تحصیلی و نمرات سرزندگی تحصیلی در روش های مورد مطالعه تفاوت معنی دار وجود دارد (05/0>P). به مشاوران و روانشناسان مدارس که قصد بهبود وضعیت سرزندگی تحصیلی، اشتیاق به تحصیلی دانش آموزان را دارند پیشنهاد می شود تا حد امکان از کارگاه های آموزشی اثربخشی آموزش سرزندگی تحصیلی، مثبت نگر و چشم انداز زمان استفاده کنند.
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