طراحی و اعتبارسنجی الگوی انگیزش تحصیلی شفقت‌محور ویژه دانش‌آموزان مقطع متوسطه دوم از دیدگاه متخصصین
محورهای موضوعی : یادگیری
علیرضا رعیتی بادی
1
,
محمدحسین فلاح
2
,
سعید وزیری
3
,
ماریه دهقان
4
,
نجمه سدرپوشان
5
1 - -دانشجوی دکتری مشاوره، گروه علوم تربیتی و روانشناسی، واحد یزد، دانشگاه ازاد اسلامی، یزد، ایران
2 - استادیار، گروه علوم تربیتی و روانشناسی، واحد یزد، دانشگاه ازاد اسلامی، یزد، ایران
3 - استادیار، گروه مشاوره، واحد یزد، دانشگاه ازاد اسلامی، یزد، ایران
4 - دانشیار گروه مشاوره، واحد یزد، دانشگاه ازاد اسلامی، یزد، ایران
5 - استادیار، گروه علوم تربیتی و روانشناسی، واحد یزد، دانشگاه ازاد اسلامی، یزد، ایران.
کلید واژه: انگیزش تحصیلی, شفقت‌ورزی, انگیزش تحصیلی شفقت‌محور,
چکیده مقاله :
هدف پژوهش حاضر طراحی و اعتبارسنجی الگوی انگیزش تحصیلی شفقت محور ویژه دانش‌آموزان مقطع متوسطه دوم از دیدگاه متخصصین بود که با استفاده از پارادایم تفسیرگرایی، با رویکرد ساخت گرایی اجتماعی با استدلال استقرایی و با طرح پژوهش کیفی برای دستیابی به اهداف خود تلاش کرد. جامعه آماری پژوهش در بخش کیفی شامل متخصصان مشاوره و روان درمانی مدارس متوسطه دوم شهر نطنز بود که با استفاده از روش نمونه گیری از نوع هدفمند و بر اساس معیارهای ورود و خروج به پژوهش انتخاب شدند. اندازه نمونه آماری بر اساس اشباع نظری داده ها بود (15 نفر). جامعه آماری در بخش کمی و اعتبارسنجی بسته آموزشی و الگوی پژوهش شامل کلیه متخصصان مشاوره و روان درمانی مدارس متوسطه دوم شهر نطنز بود (100 نفر). ابزار پژوهش مصاحبه نیمه ساختاریافته بود و داده ها در دو بخش کیفی و کمی و با استفاده از روش های مربوطه تحلیل شد. در بخش کیفی و پاسخ به سؤال های اول، دوم و سوم پژوهش از تحلیل کیفی استفاده شد و با استفاده از تحلیل ساختاری به این سؤالات پاسخ داده شد. برای پاسخ به سؤال چهارم و اعتبارسنجی از شاخص نسبت روایی محتوایی (CVR) و شاخص روایی محتوایی (CVI) استفاده شد. یافته های پژوهش نشان داد که الگوی انگیزش تحصیلی شفقت محور دارای 10 مضمون اصلی شامل عدم مادی گرایی، تکنیک های آرام سازی، آموزش حق شناسی، رفع موانع شفقت ورزی، مفهوم‌سازی شفقت ورزی به دیگران، بهبود تسهیل گرهای شفقت ورزی، رفع مسائل زمینه ای شفقت ورزی، تصویرسازی فعالیت‌های مبتنی بر شفقت به دیگران برای دانش‌آموزان، خیال پردازی و در نهایت آموزش شفقت به دیگران؛ و 28 مضمون فرعی است و از اعتبار و روایی لازم برخوردار است.
The aim of the current research was to design and validate the model of compassion-based academic motivation for second-secondary students from the point of view of experts, who tried to achieve their goals by using the paradigm of interpretivism, with the approach of social constructionism with inductive reasoning and with a qualitative research plan. did The statistical population of the research in the qualitative part included counseling and psychotherapy specialists from the second secondary schools of Natanz city, who were selected using the purposeful sampling method and based on the entry and exit criteria for the research. The statistical sample size was based on theoretical data saturation (15 people). The statistical population in the quantitative and validation part of the educational package and the research model included all counseling and psychotherapy specialists of the second secondary schools of Natanz city (100 people). The research tool was a semi-structured interview and the data was analyzed in two parts, qualitative and quantitative, using relevant methods. In the qualitative part and answers to the first, second and third questions of the research, qualitative analysis was used and these questions were answered using structural analysis. To answer the fourth question and validate, content validity ratio index (CVR) and content validity index (CVI) were used. The findings of the research showed that the model of compassion-oriented academic motivation has 10 main themes, including non-materialism, relaxation techniques, legal education, removing obstacles to compassion, conceptualizing compassion to others, Improving the facilitators of compassion, solving the basic issues of compassion, illustrating activities based on compassion to others for students, imagining and finally teaching compassion to others; And 28 is a sub-theme and has the necessary validity and reliability.
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Sepidnameh, B., Momeni, H., & Solymannejad, M. (2016). Identifying Causes of Dropout of Elementary School Students of Rural Districts of Musian Education System in Ilam Province. Community Development (Rural and Urban Communities), 8(1), 167-198. doi: 10.22059/jrd.2016.61185. [In Persian]
Tang, T.L-P., Sutarso, T., Davis, G.M.T-W., Dolinski, D., Ibrahim, A.H.S., & Wagner, S.L., (2008), ‘To Help or Not to Help? The Good Samaritan Effect and the Love of Money on Helping Behaviour’, Journal of Business Ethics. 82, 865−887. http://dx.doi. org/10.1007/s10551-007-9598-7
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Wuthnow, R., (1991). Acts of compassion: Caring for others and helping ourselves, Princeton University Press, Princeton, NJ.
_||_Adams, C. E., & Leary, M. R. (2007). Promoting self-compassionate attitudes towards eating among restrictive and guilty eaters. Journal of Social and Clinical Psychology, 26(10), 1120–1144. https://doi.org/10.1521/jscp.2007.26.10.1120
Aslam, U., Muqadas, F., Imran, M. K., & Saboor, A. (2018). Emerging organizational parameters and their roles in implementation of organizational change. Journal of Organizational Change Management, 31(5), 1084–1104.
Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2016). The silent epidemic: erspectives of high school dropouts. Washington, DC: Civic Enterprises.
Cornelius, E. (2013). The motivation and limits of compassion. HTS Teologiese Studies/Theological Studies. 69(1), Art. #1189, 7 pages.
Cresswell, JW., & Plano Clark, VL. (2011). Designing and conducting mixed method research. 2nd Sage; Thousand Oaks.
Crowther, D., & Lancaster, G. (2012). Research methods (2nd ed.). Hoboken: Taylor and Francis.
Esmaeili, L., amiri, S., Reza Abedi, M., & Molavi, H. (2018). The Effect of Acceptance and Commitment Therapy Focused on Self -Compassion on Social Anxiety of Adolescent Girls. Clinical Psychology Studies, 8(30), 117-137. doi: 10.22054/jcps.2018.8605 [In Persian]
Hadian, S., & Jebelalami, Sh. (2019). The effectiveness of compassion –focused therapy (CFT) on rumination in students with sleep disorders: a quasi‐experimental research, before and after. Medical Journal of Uremia. 30(2), 86-96. [In Persian]
Hilbert, A., Braehler, E., Schmidt, R., Löwe, B., Häuser, W., & Zenger, M (2015). Self-Compassion as a Resource in the Self-Stigma Process of Overweight and Obese Individuals. Obes Facts. 8(5), 293-301. doi: 10.1159/000438681. Epub 2015 Oct 1. PMID: 26422226; PMCID: PMC5644803.
Irons, C., & Lad, S. (2017). Using compassion focused therapy to work with shame and self-criticism in complex trauma. Australian Clinical Psychologist, 3(1), 1743.
Kotera, Y. (2021). De-stigmatising self-care: Impact of self-care webinar during COVID-19. International Journal of Spa & Wellness.
Kris, D. F. (2019). How Self-Compassion Supports Academic Motivation and Emotional Wellness. Mind-Shift. 14, 25-45.
Legault, L., Green-Demers, I., & Pelletier, L. (2016). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567–582. https://doi.org/10.1037/0022-0663.98.3.567
Lucre, KM., & Corten, N. (2016). An exploration of group compassion-focused therapy for personality disorder. Psychol Psychother. 86(4), 387-400
Manzari Tavakoli, F. (2017). Investigating the effectiveness of group training focused on self-compassion on anxiety and depression of Islamic Azad University students, Baft branch. World Conference on Psychology and Educational Sciences, Law and Social Sciences at the beginning of the third millennium. [In Persian]
Margolis, E., & Pauwels, L. (2011). The SAGE handbook of visual research methods. London; Los Angeles, Calif: SAGE.
Morsch, G. & Nelson, D., (2006). The power of serving others: You can start where you are, Berrett-Koehler Publishers, San Francisco, CA.
Neely, M. E., Schallert, D. L., Mohammed, S. S., Roberts, R. M., & Chen, Y.-J. (2009). Self-kindness when facing stress: The role of self-compassion, goal regulation, and support in college students’ well-being. Motivation and Emotion, 33(1), 88–97. https://doi.org/10.1007/s11031-008-9119-8.
Printrich, P., & e.t. al (2014). Motivation in education theory, research and application. England clipps. NJ. Prenticehell.
Saberian, S., & Tabatabaiee, S. M. (2017). Effectiveness of self-compassionate training on mental welfare and self-valuable of female students with exam anxiety. Quarterly of cognitive-analytical psychology. 8(31), 19-29. [In Persian]
Sepidnameh, B., Momeni, H., & Solymannejad, M. (2016). Identifying Causes of Dropout of Elementary School Students of Rural Districts of Musian Education System in Ilam Province. Community Development (Rural and Urban Communities), 8(1), 167-198. doi: 10.22059/jrd.2016.61185. [In Persian]
Tang, T.L-P., Sutarso, T., Davis, G.M.T-W., Dolinski, D., Ibrahim, A.H.S., & Wagner, S.L., (2008), ‘To Help or Not to Help? The Good Samaritan Effect and the Love of Money on Helping Behaviour’, Journal of Business Ethics. 82, 865−887. http://dx.doi. org/10.1007/s10551-007-9598-7
Wiliamson, K., & Johanson, G. (2017). Research Methods. Information, Systems, and Contexts. Second Edition. Elsevier.
Williams, M., & Vogt, W. P. (2011). The SAGE handbook of innovation in social research methods. London; Los Angeles, [Calif.]: SAGE.
Wuthnow, R., (1991). Acts of compassion: Caring for others and helping ourselves, Princeton University Press, Princeton, NJ.