اثربخشی آموزش مبتنی بر مدل هویت تحصیلی موفق بر استرس تحصیلی و سازگاری تحصیلی همراه با مرحله پیگیری

الموضوعات :

مجید سلیمانی ¹ (دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران)
عزت اله قدم پور ² (استاد گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران)
محمد عباسی ³ (استادیار گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران)

تاريخ الإرسال : 21 الأحد , ذو الحجة, 1444 تاريخ التأكيد : 17 السبت , صفر, 1445 تاريخ الإصدار : 07 الأربعاء , صفر, 1445

الکلمات المفتاحية: سازگاری تحصیلی, استرس تحصیلی, مدل هویت تحصیلی موفق,

ملخص المقالة :

پژوهش حاضر با هدف تعیین میزان اثربخشی آموزش مبتنی بر مدل هویت تحصیلی موفق بر استرس تحصیلی و سازگاری تحصیلی انجام شد. این پژوهش از نوع مطالعات شبه آزمایشی با پیش آزمون، پس آزمون و مرحله پیگیری (دو ماهه) به همراه گروه کنترل بود. جامعه آماری پژوهش را تمامی دانش آموزان پسر دوره متوسطه اول شهرستان قم که در سال تحصیلی 1401- 1400 مشغول به تحصیل بودند، تشکیل می دادند. از بین جامعه آماری تعداد 60 نفر به روش نمونه گیری هدفمند انتخاب شده و در دو گروه آزمایشی و کنترل به صورت تصادفی گماشته شدند. ابتدا از هر دو گروه با استفاده از پرسشنامه استرس تحصیلی و سازگاری تحصیلی پیش آزمون گرفته شد، سپس دانش آموزان (طی 7 جلسه)، والدین آنها (طی 7 جلسه) و کارکنان مدارس و انجمن اولیاء مدارس مربوطه (طی 6 جلسه)، قسمت های مربوط به خود از بسته آموزشی هویت تحصیلی موفق را دریافت کردند. در انتها نیز از هر دو گروه پس آزمون و آزمون مرحله پیگیری (دوماهه) گرفته شد. داده ها با روش تحلیل عاملی با اندازه گیری های مکرر و با استفاده از نرم افزار تحلیل آماری SPSS22 انجام گرفت. یافته ها نشان داد آموزش مبتنی بر مدل هویت تحصیلی موفق بر کاهش استرس تحصیلی (482/84F= و 000/0P=). و افزایش سازگاری تحصیلی (843/57 F= و 000/0P=) مؤثر است. بنابراین نتیجه گرفته می شود، آموزش مبتنی بر مدل هویت تحصیلی موفق بر دانش آموزان در دوره متوسطه اول، جدای از ترغیب آنها به کسب هویت تحصیلی موفق در دوره هویت یابی، استرس تحصیلی آنها را کاهش داده و سازگاری تحصیلی شان را افزایش می دهد.

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Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., ... & Kiuru, N. (2019). Reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: a randomized controlled trial. Journal of youth and adolescence. 48, 287-305.‏

Ravan, A., Samavi, A., Javdan, M., & Hajializadeh, K. (2020). Modeling the relationships among academic identity, psychological sense of school membership, and teacher support: The mediating role of academic adjustment in academic performance. Avicenna Journal of Neuro Psycho Physiology. 7 (4), 217-224.

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