اثربخشی آموزش خود هیپنوتیزم بر جهتگیری آینده، خوشبینی تحصیلی و عزم تحصیلی در دانشآموزان مبتلا به درماندگی آموختهشده
محورهای موضوعی : روانشناسی
فاطمه مصلحی
1
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سیده علیا عمادیان
2
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حمیده سلیم بهرامی
3
1 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
2 - (نویسنده مسئول)، استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
3 - استادیار، گروه روانشناسی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: آموزش خود هیپنوتیزم, جهتگیری آینده, خوشبینی تحصیلی, دانشآموزان, درماندگی آموختهشده, عزم تحصیلی,
چکیده مقاله :
مقدمه: درماندگی آموختهشده، یک پدیده روانشناختی است که زمانی رخ میدهد که فرد، پس از تجربههای مکرر شکست یا ناتوانی، به این باور میرسد که تلاش کردن فایدهای ندارد، حتی اگر شرایط تغییر کند و موفقیت ممکن شود و با توجه به شرایط حساس دانش آموزان این پژوهش با هدف، بررسی اثربخشی آموزش خود هیپنوتیزم بر جهتگیری آینده، خوشبینی تحصیلی و عزم تحصیلی در دانشآموزان مبتلا به درماندگی آموختهشده انجام شد.
روش پژوهش: این پژوهش به صورت نیمه آزمایشی با طرح پیشآزمون، پسآزمون و پیگیری با گروه کنترل بود. تعداد 30 نفر از دانشآموزان دختر دوره متوسطه اول با روش نمونهگیری هدفمند انتخاب و به صورت تصادفی به گروههای 15 نفره آزمایش و کنترل تقسیم شدند و به پرسشنامههای درماندگی آموختهشده کوینلس و نیلسون، پرسشنامه خوشبینی تحصیلی اسچنن- موران و همکاران، پرسشنامه عزم تحصیلی کلارک و مالکي و پرسشنامه جهتگیری آینده استینبرگ در سه نوبت پیش- پسآزمون و پیگیری پاسخ دادند. آزمودنیهای گروه آزمایش تحت آموزش خود هیپنوتیزم، طی 6 جلسه، به صورت هفتهای 1 جلسه 90 دقیقهای به صورت گروهی قرار گرفتند ولی به گروه کنترل آموزشی داده نشد. دادهها با نرمافزار SPSS نسخه 25 و با استفاده از آزمون تحلیل واریانس چندمتغیره آمیخته و تحلیل واریانس چندمتغیره با اندازهگیری مکرر و سطح معنیدار 05/0 p< تحلیل شدند.
یافته ها: نتایج نشان داد، بین میانگین پس آزمون گروه تحت آموزش خود هیپنوتیزم با میانگین پس آزمون گروه کنترل تفاوت معناداری وجود دارد (01/0 = sig)، بنابراین با 99 درصد اطمینان میتوان گفت، آموزش خود هیپنوتیزم بر جهتگیری آینده، خوشبینی تحصیلی و عزم تحصیلی در دانشآموزان مبتلا به درماندگی آموختهشده موثر است.
نتیجهگیری: با توجه به نتایج این پژوهش میتوان گفت، درماندگی آموختهشده در دانشآموزان پدیدهای است که نهتنها بر پیشرفت تحصیلی، بلکه بر سلامت و انگیزه آنها تأثیر منفی میگذارد. آموزش خود هیپنوتیزم بر جهتگیری آینده، خوشبینی تحصیلی و عزم تحصیلی در دانشآموزان مبتلا به درماندگی آموختهشده موثر است.
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Abstract
Introduction: Learned helplessness is a psychological phenomenon that occurs when an individual, after repeated experiences of failure or inability, comes to believe that making an effort is useless, even if circumstances change and success becomes possible. Considering the sensitive conditions of students, this study aimed to examine the effectiveness of self-hypnosis training on future orientation, academic optimism, and academic determination in students with learned helplessness.
Research Methods: The research employed a quasi-experimental method with a pre-test, post-test, and follow-up design including a control group. The study population consisted of all female lower secondary school students in Qaemshahr during the 2023–2024 academic year. From this population, 30 students were selected through purposive sampling and randomly assigned to experimental and control groups, each comprising 15 participants. The participants responded to the Learned Helplessness Questionnaire, Academic Optimism Scale, and Academic Grit Scale, Steinberg's Future Orientation Scale in three stages: pre-test, post-test, and follow-up. The experimental group received self-hypnosis training in six 90-minute weekly group sessions, while the control group did not receive any training. Data were analyzed using SPSS 25 through mixed multivariate analysis of variance (MANOVA) and repeated measures MANOVA at a significance level of p < 0.05.
Findings: The results indicated a significant difference between the post-test mean scores of the experimental group and the control group (sig = 0.01). Therefore, with 99% confidence, it can be concluded that self-hypnosis training is effective in improving future orientation, academic optimism, and academic determination among students with learned helplessness.
Conclusion: Based on the results of this study, learned helplessness in students is a phenomenon that not only negatively affects academic achievement but also impacts their health and motivation. Early identification of symptoms, understanding the underlying factors, and implementing preventive and intervention strategies can break the cycle of failure and demotivation, thereby restoring an effective learning process. The findings of this research demonstrated that self-hypnosis training positively influences future orientation, academic optimism, and academic determination in students suffering from learned helplessness.
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