بررسی اثربخشی آموزش تنظیم شناختی هیجان در بهبود عملکردهای روانی- اجتماعی در بین دانش آموزان مقطع متوسطه

محورهای موضوعی : تکتونواستراتیگرافی

مرضیه جوادپور ¹ , محمد خیر ² , حجت اله جاویدی ³ , امیر هوشنگ مهریار ⁴

1 - گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - گروه روانشناسی، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - گروه روانشناسی، دانشگاه آزاد اسلامی، مرودشت، ایران

تاریخ دریافت : 1399/07/20 تاریخ پذیرش : 1400/07/20 تاریخ انتشار : 1400/05/01

کلید واژه: هوش, مهارت های اجتماعی, آموزش تنظیم شناختی هیجان,

چکیده مقاله :

مقدمه: هدف پژوهش حاضر بررسی اثربخشی آموزش تنظیم شناختی هیجان بر کارکردهای روانی- اجتماعی در دانش آموزان مقطع متوسطه شهر شیراز بود.
روش: روش پژوهش از نوع نیمه تجربی بود که از طرح دوگروهی پیش‌آزمون- پس‌آزمون با گروه شاهد و تخصیص تصادفی در گروه‌های مداخله و شاهد و پیگیری استفاده شد. نمونه پژوهش شامل 40 دانش آموز مقطع متوسطه بود که به شیوه خوشه‌ای چندمرحله‌ای انتخاب و پس از غربالگری به طور تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. برای اندازه گیری کارکردهای روانی- اجتماعی، شرکت کنندگان با پرسشنامه مهارت های اجتماعی ماتسون (1983) آزمون شدند. متغیر هوش نیز به عنوان متغیر کنترل درنظر گرفته شد. مداخله آزمایشی شامل آموزش تنظیم شناختی هیجان براساس مدل گراس به مدت 8 جلسه گروهی 2 ساعته بود. پس از اتمام برنامه آموزشی از هر دو گروه پس آزمون و آزمون پیگیری (دو ماه پس ازاجرای پس آزمون) به عمل آمد. به منظور تجزیه و تحلیل داده ها از روش تحلیل کوواریانس چندراهه استفاده گردید.
یافته­ها: تحلیل نتایج نشان داد که آموزش تنظیم شناختی هیجان، تأثیر مثبت و معنی داری بر مؤلفه های کارکردهای روانی- اجتماعی دانش آموزان به جز بعد اطمینان بیش از حد به خود دارد(05/0 P<).
نتیجه­گیری: با توجه به یافته های پژوهش حاضر می توان نتیجه گرفت که از آموزش تنظیم شناختی هیجان به منظور بهبود و ارتقای کارکردهای روانی- اجتماعی نوجوانان استفاده نمود.  

چکیده انگلیسی:

The purpose of this research was to study of effectiveness of the training of cognitive emotion regulation skills on improvement of Socio- psychological Functions in High school Students in Shiraz. To this end, a semi-experimental design including pretest-posttest and follow up with a control group was employed. Using a convenience sampling method, 40 high school students were randomly assigned to two groups (experimental and control), each with 20 students. The instruments used in this study to collect the data was Matson Social Skills Questionnaire and Cattel Intelligence Scale (Form 2) as a control variable. The experimental group received 8 group sessions of cognitive emotion regulation skills training which was based on the Grass protocol, while the control group received no intervention. Both of groups received follow up After 2 months. Covariance analysis was used to analyze the data. The results showed that training of cognitive emotion regulation increased the scores of adaptive social skills and decreased the scores of maladaptive social skills. Training of cognitive emotion regulation skills can have an effect on improvement of the psycho-socio functions in students.

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