تأثیر آموزش سخترویی بر نشانگان وانمودگرایی و سرزندگی تحصیلی دانش‌آموزان
محورهای موضوعی : روانشناسی تربیتی
مهدی برزگر بفرویی
1
,
عزت اله قدم پور
2
,
علیرضا مراتی
3
,
محمد شفیعی
4
1 - دکترای روانشناسی تربیتی دانشگاه لرستان- خرم آباد- ایران
2 - استاد گروه روانشناسی- دانشکده ادبیات و علوم انسانی- دانشگاه لرستان- خرم آباد- ایران
3 - استادیار گروه روانشناسی و علوم تربیتی دانشگاه پیام نور- تهران – ایران
4 - دکترای روانشناسی تربیتی دانشگاه لرستان- خرم آباد- ایران
کلید واژه: آموزش سخترویی, سرزندگی تحصیلی, نشانگان وانمودگرایی,
چکیده مقاله :
محققان علاقه دیرینه ای به درک بهتر این موضوع دارند که چرا برخی از دانش‌آموزان از تکالیف درسی چالش برانگیز بودن اجتناب می کنند، در حالی که برخی دیگر مایل به پیگیری این نوع چالش‌ها هستند. پژوهش حاضر با هدف تأثیر آموزش سخت رویی بر نشانگان وانمودگرایی و سرزندگی تحصیلی دانش‌آموزان انجام گرفت. روش تحقیق نیمه آزمایشی و از نوع طرح پیش‌آزمون – پس‌آزمون با گروه گواه بود. جامعه آماری نیز شامل کلیه دانش‌آموزان پسر دوره متوسطه اول شهرستان میبد در سال تحصیلی 400-1399 بود که از میان آن ها تعداد 48 نفر به روش نمونه گیری تصادفی، انتخاب و به صورت تصادفی در دو گروه آزمایش (24 نفر) و گواه (24 نفر) گمارش شدند. هر دو گروه در مراحل پیش‌آزمون و پس‌آزمون، به پرسشنامه های نشانگان وانمودگرایی و سرزندگی تحصیلی پاسخ دادند. جهت تحلیل داده ها از تحلیل کواریانس چند متغیری با کمک نرم افزار spss22 استفاده شد. نتایج تحلیل کواریانس نشان داد که آموزش سخت رویی به طور معناداری (001/0) نشانگان وانمودگرایی دانش‌آموزان را کاهش می دهد. همچنین نتایج تحلیل کواریانس نشان داد که آموزش سخت رویی به طور معناداری (001/0) سرزندگی تحصیلی دانش‌آموزان را افزایش می دهد. نتایج پژوهش حاضر حاکی از آن است که شرکت در جلسات آموزش سرسختی می تواند در کاهش وانمود سازی و افزایش سرزندگی تحصیلی دانش‌آموزان تأثیرگذار باشد.
Academic hardiness is a personality characteristic that researchers have a long standing interest in better understanding why some students avoid challenging academic course work at the risk of harming their academic standing, whereas others are willing to pursue these types of challenges. This study examined the hardiness training on imposter syndrome and academic buoyancy and students. The research was an experimental study with control group pretest-posttest design. The population included all the First -grade high school male students of in City Maybod in academic year 2020-20121. Out of the population, 48 students were selected through cluster random sampling and were assigned randomly in one experimental (n=24) and one control (n=24) group. Both groups completed an of imposter syndrome Questionnaire and academic buoyancy Questionnaire in pre-test and post-test stages. To analyze the data, multivariate analysis of covariance was used with the help of SPSS20 software. The results of analysis of covariance showed that hardiness training significantly reduces the student's imposter syndrome. The results of analysis of covariance also showed that hardiness training significantly increases students' academic buoyancy. The results of the present study indicate that participation in hardiness training sessions can be effective in reducing imposter syndrome and increasing students' academic buoyancy.
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Afshari, A., & Ghaffari, M. (2019). Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome. IRPHE; 25(2):115-134 [In Persian].
Abdollahi, A., & Noltemeyer, A. (2016). Academic hardiness: Mediator between sense of belonging to school and academic achievement? The Journal of Educational Research, 111(3): 345-351 [In Persian].
Bartone, P. T., Kelly, D. R., & Matthews, M. D. (2013). Psychological hardiness predicts adaptability in military leaders: a prospective study. International Journal of Selection and Assessment, 21, 200–210.
Benishek, L. A., Feldman, J. M., Shipon, R. W., Mecham, S. D., & Lopez, F. G. (2005). Development and evaluation of the revised academic hardiness scale. Journal of Career Assessment, 13, 59–76.
Brems, C., Baldwin, M. R., Davis, L., & Namyniuk, L. (1994). The imposter syndrome as related to teaching evaluations and advising relationships of university faculty members. The Journal of Higher Education, 65(2): 183-193.
Cash, M. L., & Gardner, D. (2011). Cognitive hardiness, appraisal and coping: comparing two transactional models. Journal of Managerial Psychology, 26(8): 646-664.
Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3): 241-247.
Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English- and Chinese-speaking Australian students. Educational Psychology, 37(8): 947-964.
Creed, P. A., Conlon, E. G., & Dhaliwal, K. (2013). Revisiting the Academic Hardiness Scale: Revision and revalidation. Journal of Career Assessment, 21(4): 537-554.
Dehghani, A., & Kajbaf, M. B. (2013). The relationship between hardship and stress coping styles in students. Journal of Knowledge and Health, 8(3): 118-112 [In Persian].
Dehghani Zadeh, M. H., & Hosseinchari, M. (2011). Academic vitality and perception of family communication pattern; The mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4(2): 21-47 [In Persian].
Farzi. H., Abbasi. H., Suri. A., & Nazari, F. (2012). Determining the relationship between difficulty and motivation for progress with the feeling of sports success in student-athletes of Iranian and Iraqi universities. Applied Research in Sports Management, 2(3): 87-75 [In Persian].
French, B. F., Ullrich-French, S. C., & Follman, D. (2008). The psychometric properties of the Clance Impostor Scale. Personality and Individual Differences, 44(5): 1270-1278.
Fujie, R. (2010). Development of the state impostor phenomenon scale. Japanese Psychological Research, 52(1): 1-11.
Gito, M., Ihara, H., & Ogata, H. (2013). The relationship of resilience, hardiness, depression and burnout among Japanese psychiatric hospital nurses. Journal of Nursing Education and Practice, 3(11): 12-18.
Ganji. H., Emami. Sh., Amirian. K., & Niazi. E. (2014). The effectiveness of rigidity training (Cubasa and Madi model) on test anxiety and students' academic achievement. Scientific-Research Journal of Education and Evaluation, 8(29): 73-61 [In Persian].
Henning, K., Ey, S., & Shaw, D. (1998). Perfectionism, the impostor phenomenon and psychological adjustment in medical, dental, nursing and pharmacy students. Medical Education, 32(5): 456-464.
Huang, C. (2011). Hardiness and stress: A critical review. Maternal Child Nursing
Journal. 23: 82
Huang, S. (2022). A Review of the Relationship Between EFL Teachers' Academic Buoyancy, Ambiguity Tolerance, and Hopelessness. Frontiers in psychology, 13, 831258.
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school. The British journal of educational psychology, 90(4): 948–963.
Heydari, M., & Nouri, A. (2017). Investigating the role of personality traits in predicting the syndrome of hypocrisy and depression in delinquent female adolescents. Knowledge and Research in Applied Psychology, 17(4): 95-102. [In Persian].
Kardum, I., Knezeric, J., & Krapic, N. (2012). The structure of hardiness: Its measurement invariance across gender and relationships with personality traits and mental health outcomes. Psychological Topics, 21(3): 487–507.
Khalatbari, J. (2013). The relationship between psychological resilience and the degree of hardship with the syndrome of hypocrisy in students of Islamic Azad University of Tonekabon. Journal of Tonekabon Branch Psychology, Islamic Azad University, 5(3): 22-32. [In Persian].
Leslie, C., & Hutchinson, A. D. (2018). Emotional distress when studying sensitive topics in psychology, and its relationship with hardiness and mental health. Higher Education Research & Development, 37(3): 549-564.
Maddi, S. R. (1999). Comments on trends in hardiness research and theorizing. Consulting Psychology Journal: Practice and Research, 51(2): 67-71.
Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. The Journal of Positive Psychology, 1(3): 160-168.
Maddi, S. R. (2017). Hardiness as a pathway to resilience under stress. In U. Kumar (Ed.), The Routledge international handbook of psychosocial resilience (pp. 104–110). New York, NY, US: Routledge.
Maddi, S.R (2007). Relevance of hardiness a ssessment and training to the military
context. Military Psychology, 19-70-61.
Maddi, S. R., & Khoshaba, D. M. (1994). Hardiness and mental health. Journal of personality Assessment, 63(2): 265-274.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1): 86-107.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3): 267-281.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School psychology, 46(1): 53-83.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3): 353-370.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3): 473-496.
Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.
Martin, A. J., Yu, K., Papworth, B., Ginns, P., & Collie, R. J. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 33(2): 103-114.
Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239-248.
Pitts, B. L., Safer, M. A., Russell, D. W., & Castro-Chapman, P. L. (2016). Effects of hardiness and years of military service on posttraumatic stress symptoms in US army medics. Military Psychology, 28(4): 278-284.
Potard, C., Madamet, A., Huart, I., El Hage, W., & Courtois, R. (2018). Relationships between hardiness, exposure to traumatic events and PTSD symptoms among French police officers. European Journal of Trauma & Dissociation, 2(4): 165-171.
Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., Ahonen, T., & 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(2): 287–305.
Powell, D. H. (2012). Behavioral treatment of debilitating test anxiety among
medical students. Journal of Clinical Psychology, 60(8): 853- 863.
Rezaei. N., & Tamnaeifar. M. R. (1400). Comparison of insecure attachment and self-compassion styles in students with high and low pretensions. Applied Educational Leadership, 2(3): 23-44 [In Persian].
Symptoms among French police officers. European Journal of Trauma & Dissociation, 2(4): 165-171.
Shahni Yilagh. M., & Basak Nejad. S. (2007). Investigating the relationship between different types of defensive self-expression strategies and the syndrome of hypocrisy. Knowledge and Behavior, 14(25): 61-74 [In Persian].
Taherzadeh Ghahfarkhi. S. Ahmadi. V. Heydari. S., & Shahbazi. E. (2019). Predicting academic procrastination based on the dimensions of perfectionism, intelligence beliefs and hypocrisy in female high school students in Ilam. Recent Advances in Psychology, Educational Sciences, 28, 15-26 [In Persian].
West Man, M. (2012). The Relationship between Stress and Performance: The
Moderating Effect of Hardiness. Human Performance. 3, 141-155.
Xu, X., & Wang, B. (2022). EFL Students' Academic Buoyancy: Does Academic Motivation and Interest Matter? Frontiers in psychology, 13, 858054.
Zhang, L. F. (2011). Hardiness and the Big Five personality traits among Chinese university students. Learning and Individual Differences, 21(1): 109-113.
Zhang M. (2021). EFL/ESL Teacher's Resilience, Academic Buoyancy, Care, and Their Impact on Students' Engagement: A Theoretical Review. Frontiers in psychology, 12, 731859.
_||_Afshari, A., & Ghaffari, M. (2019). Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome. IRPHE; 25(2):115-134 [In Persian].
Abdollahi, A., & Noltemeyer, A. (2016). Academic hardiness: Mediator between sense of belonging to school and academic achievement? The Journal of Educational Research, 111(3): 345-351 [In Persian].
Bartone, P. T., Kelly, D. R., & Matthews, M. D. (2013). Psychological hardiness predicts adaptability in military leaders: a prospective study. International Journal of Selection and Assessment, 21, 200–210.
Benishek, L. A., Feldman, J. M., Shipon, R. W., Mecham, S. D., & Lopez, F. G. (2005). Development and evaluation of the revised academic hardiness scale. Journal of Career Assessment, 13, 59–76.
Brems, C., Baldwin, M. R., Davis, L., & Namyniuk, L. (1994). The imposter syndrome as related to teaching evaluations and advising relationships of university faculty members. The Journal of Higher Education, 65(2): 183-193.
Cash, M. L., & Gardner, D. (2011). Cognitive hardiness, appraisal and coping: comparing two transactional models. Journal of Managerial Psychology, 26(8): 646-664.
Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3): 241-247.
Collie, R. J., Ginns, P., Martin, A. J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English- and Chinese-speaking Australian students. Educational Psychology, 37(8): 947-964.
Creed, P. A., Conlon, E. G., & Dhaliwal, K. (2013). Revisiting the Academic Hardiness Scale: Revision and revalidation. Journal of Career Assessment, 21(4): 537-554.
Dehghani, A., & Kajbaf, M. B. (2013). The relationship between hardship and stress coping styles in students. Journal of Knowledge and Health, 8(3): 118-112 [In Persian].
Dehghani Zadeh, M. H., & Hosseinchari, M. (2011). Academic vitality and perception of family communication pattern; The mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4(2): 21-47 [In Persian].
Farzi. H., Abbasi. H., Suri. A., & Nazari, F. (2012). Determining the relationship between difficulty and motivation for progress with the feeling of sports success in student-athletes of Iranian and Iraqi universities. Applied Research in Sports Management, 2(3): 87-75 [In Persian].
French, B. F., Ullrich-French, S. C., & Follman, D. (2008). The psychometric properties of the Clance Impostor Scale. Personality and Individual Differences, 44(5): 1270-1278.
Fujie, R. (2010). Development of the state impostor phenomenon scale. Japanese Psychological Research, 52(1): 1-11.
Gito, M., Ihara, H., & Ogata, H. (2013). The relationship of resilience, hardiness, depression and burnout among Japanese psychiatric hospital nurses. Journal of Nursing Education and Practice, 3(11): 12-18.
Ganji. H., Emami. Sh., Amirian. K., & Niazi. E. (2014). The effectiveness of rigidity training (Cubasa and Madi model) on test anxiety and students' academic achievement. Scientific-Research Journal of Education and Evaluation, 8(29): 73-61 [In Persian].
Henning, K., Ey, S., & Shaw, D. (1998). Perfectionism, the impostor phenomenon and psychological adjustment in medical, dental, nursing and pharmacy students. Medical Education, 32(5): 456-464.
Huang, C. (2011). Hardiness and stress: A critical review. Maternal Child Nursing
Journal. 23: 82
Huang, S. (2022). A Review of the Relationship Between EFL Teachers' Academic Buoyancy, Ambiguity Tolerance, and Hopelessness. Frontiers in psychology, 13, 831258.
Hirvonen, R., Putwain, D. W., Määttä, S., Ahonen, T., & Kiuru, N. (2020). The role of academic buoyancy and emotions in students' learning-related expectations and behaviours in primary school. The British journal of educational psychology, 90(4): 948–963.
Heydari, M., & Nouri, A. (2017). Investigating the role of personality traits in predicting the syndrome of hypocrisy and depression in delinquent female adolescents. Knowledge and Research in Applied Psychology, 17(4): 95-102. [In Persian].
Kardum, I., Knezeric, J., & Krapic, N. (2012). The structure of hardiness: Its measurement invariance across gender and relationships with personality traits and mental health outcomes. Psychological Topics, 21(3): 487–507.
Khalatbari, J. (2013). The relationship between psychological resilience and the degree of hardship with the syndrome of hypocrisy in students of Islamic Azad University of Tonekabon. Journal of Tonekabon Branch Psychology, Islamic Azad University, 5(3): 22-32. [In Persian].
Leslie, C., & Hutchinson, A. D. (2018). Emotional distress when studying sensitive topics in psychology, and its relationship with hardiness and mental health. Higher Education Research & Development, 37(3): 549-564.
Maddi, S. R. (1999). Comments on trends in hardiness research and theorizing. Consulting Psychology Journal: Practice and Research, 51(2): 67-71.
Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. The Journal of Positive Psychology, 1(3): 160-168.
Maddi, S. R. (2017). Hardiness as a pathway to resilience under stress. In U. Kumar (Ed.), The Routledge international handbook of psychosocial resilience (pp. 104–110). New York, NY, US: Routledge.
Maddi, S.R (2007). Relevance of hardiness a ssessment and training to the military
context. Military Psychology, 19-70-61.
Maddi, S. R., & Khoshaba, D. M. (1994). Hardiness and mental health. Journal of personality Assessment, 63(2): 265-274.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1): 86-107.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3): 267-281.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School psychology, 46(1): 53-83.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3): 353-370.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3): 473-496.
Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.
Martin, A. J., Yu, K., Papworth, B., Ginns, P., & Collie, R. J. (2015). Motivation and engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a multi-dimensional framework. Journal of Psychoeducational Assessment, 33(2): 103-114.
Miller, S., Connolly, P., & Maguire, L. K. (2013). Wellbeing, academic buoyancy and educational achievement in primary school students. International Journal of Educational Research, 62, 239-248.
Pitts, B. L., Safer, M. A., Russell, D. W., & Castro-Chapman, P. L. (2016). Effects of hardiness and years of military service on posttraumatic stress symptoms in US army medics. Military Psychology, 28(4): 278-284.
Potard, C., Madamet, A., Huart, I., El Hage, W., & Courtois, R. (2018). Relationships between hardiness, exposure to traumatic events and PTSD symptoms among French police officers. European Journal of Trauma & Dissociation, 2(4): 165-171.
Puolakanaho, A., Lappalainen, R., Lappalainen, P., Muotka, J. S., Hirvonen, R., Eklund, K. M., Ahonen, T., & 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(2): 287–305.
Powell, D. H. (2012). Behavioral treatment of debilitating test anxiety among
medical students. Journal of Clinical Psychology, 60(8): 853- 863.
Rezaei. N., & Tamnaeifar. M. R. (1400). Comparison of insecure attachment and self-compassion styles in students with high and low pretensions. Applied Educational Leadership, 2(3): 23-44 [In Persian].
Symptoms among French police officers. European Journal of Trauma & Dissociation, 2(4): 165-171.
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