تأثیر برنامه توانمندسازی روان‌شناختی معلم بر تعامل معلم ـ دانش‌آموز، هیجانات و خوش‌بینی تحصیلی معلمان

واله, مونا; شکری, امید; اسدزاده, حسن

doi:10.30495/jinev.2021.1933096.2516

رقم المقالة : JINEV-2106-2516 (R4) زيارة : 262 الصفحة: 113 - 145

10.30495/jinev.2021.1933096.2516

نوع المخطوط: ابحاث

تأثیر برنامه توانمندسازی روان‌شناختی معلم بر تعامل معلم ـ دانش‌آموز، هیجانات و خوش‌بینی تحصیلی معلمان

الموضوعات :

مونا واله ¹ (دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی ، واحد علوم وتحقیقات دانشگاه آزاد اسلا‌می‌تهران، ایران)
امید شکری ² (استادیار ،گروه روان شناسی بکاربسته، دانشگاه شهید بهشتی تهران، ایران)
حسن اسدزاده ³ (دانشیار، گروه روان شناسی تربیتی، دانشگاه علامه طباطبایی تهران ، تهران، ایران)

تاريخ الإرسال : 02 السبت , ذو القعدة, 1442 تاريخ التأكيد : 28 الأربعاء , ربيع الأول, 1443 تاريخ الإصدار : 18 الأربعاء , جمادى الأولى, 1443

الکلمات المفتاحية: توانمندسازی روان‌شناختی معلم, خوش‌بینی تحصیلی معلم, هیجانات معلم, تعامل معلم ـ دانش‌آموز,

ملخص المقالة :

پژوهش حاضر با هدف تعیین تأثیر برنامة توانمندسازی روان شناختی معلم بر تعامل معلم ـ دانش آموز، هیجانات و خوش‌بینی تحصیلی گروهی از معلمان زن انجام شد. در یک مطالعة شبه تجربی با طرح پیش آزمون ـ پس‌آزمون با گروه کنترل غیرمعادل و همراه با پیگیری دو ماهه، 60 معلم زن در دو گروه آزمایش (30 نفر) و کنترل (30 نفر) که با روش نمونه‌گیری در دسترس انتخاب شدند، قبل و بعد از آموزش به پرسشنامه تعامل معلم (QTI؛ لارداسمی ‌و کنی، 2001)، سیاهه هیجان معلم (TEI، چن، 2016)، و مقیاس خوش‌بینی تحصیلی معلمان (TAOS، وولفولک هوی، هوی و کارز، 2008) پاسخ دادند. از طریق 10 جلسه و هر جلسه دو ساعت، بستة جامع توانمندسازی روانی به شیوه گروهی برای گروه آزمایش اجرا شد. نتایج روش آماری تحلیل واریانس مختلط ساده نشان داد که در کوتاه‌مدت و بلندمدت، برنامة توانمندسازی روان شناختی معلم در افزایش هیجانات مثبت معلم، خوش‌بینی تحصیلی معلمان، وجوه انطباقی مدل رفتار رابطة بین‌فردی معلم ـ دانش‌آموزان و در نهایت، در کاهش هیجانات منفی معلم و وجوه غیرانطباقی مدل رفتار رابطة بین‌فردی معلم ـ دانش‌آموز، به طور تجربی، مؤثر بود. در مجموع، نتایج مطالعة حاضر همسو با دغدغة محققان تربیتی علاقه‌مند به قلمرو مطالعاتی روان‌شناسی سلامت حرفه‌ای در معلمان نشان می‌دهد که تحقق ایدة توانمندسازی روانی معلمان به منظورت بقاء روانی و بالندگی حرفه‌ای آنها به تأمین بیش از پیش خصیصه سرمایة روان‌شناختی در معلمان مربوط می‌شود.

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