تأثیر آموزش مهارت‌های زندگی بر سازگاری اجتماعی و عملکرد تحصیلی دانش‌آموزان دختر نوجوان
محورهای موضوعی : تربیتیزیور جمالی پاقلعه 1 , سمیه جمالی پاقلعه 2 , مهناز جدیدی فیقان 3 , مرضیه نظری بدیع 4
1 - کارشناسی ارشد روان‌شناسی، دانشگاه تهران
2 - دانشجوی دکترای روان‌شناسی تربیتی، دانشگاه الزهرا
3 - کارشناسی ارشد روان‌شناسی، دانشگاه اصفهان
4 - کارشناسی ارشد روان‌شناسی، دانشگاه علوم پزشکی همدان
کلید واژه: آموزش مهارت‌های زندگی, دانش‌آموزان دختر نوجوان, عملکرد تحصیلی, سازگاری اجتماعی,
چکیده مقاله :
هدف این پژوهش، تعیین تأثیر آموزش مهارت‌های زندگی بر سازگاری اجتماعی و عملکرد تحصیلی دانش‌آموزان دختر مقطع راهنمایی شهرستان یزد بود. این پژوهش نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون و گروه گواه بود. جامعۀ آماری پژوهش تمامی دانش‌آموزان دختر مقطع راهنمایی شهر یزد در سال تحصیلی 91ـ1390 بودند. نمونۀ پژوهش 30 دانش‌آموز دختر پایۀ دوم راهنمایی بودند که به شیوه نمونه‌گیری تصادفی چندمرحله‌ای، انتخاب و با روش تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزارهای مورد استفاده، پرسشنامۀ شخصیت کالیفرنیا (ثورپ، کلارک و تیکز، 1953) و معدل دانش‌آموزان در نیم سال اول و دوم سال تحصیلی 91ـ1390 بود. برنامۀ آموزش مهارت‌های زندگی در 12 جلسۀ 90 دقیقه‌ای به‌صورت هفتگی بر روی گروه آزمایش اجرا گردید. نتایج تحلیل کواریانس نشان داد که آموزش مهارت‌های زندگی بر سازگاری اجتماعی و همچنین عملکرد تحصیلی دانش‌آموزان دختر نوجوان مؤثر است (01/0>P ). بنابراین نتیجه‌گیری می‌شود که آموزش مهارت‌های زندگی به مثابۀ مهارت‌های زیربنایی سلامت روان رویکردی مؤثر در سازگاری اجتماعی و پیشرفت تحصیلی دانش‌آموزان دختر نوجوان می‌باشد.
The aim of the present study was to determine the effect of life skills training on social adjustment and academic performance of guidance- school female students in Yazd city. The statistical research used a quasi-experimental design with pretest-posttest and control group. The population was all guidance school female students of Yazd city in 2011-2012 (1390-91s.c.) academic year. The research sample included thirty second- grade students who were selected through multistage random sampling who were then assigned randomly into two experimental and control groups: The instruments used were California Test of Personality (Thorpe, Clarck & Tiegs, 1953) and students’ grades in the first and second semester of 2011- 2012 academic year. The life skills training included 12 sessions, each 90 minutes, on a weekly basis for training group. The results of analysis of covariance indicated that life skills training is effective on social adjustment and academic performance of adolescent female students (P < 0.001). Therefore, it is concluded that life skills training, as basic skills of mental health, can be an effective approach in increasing social adjustment and academic performance of adolescent female students.
Amirian, K., Shariffi, A.M. (2011). Effective of education and life skills approach to publishing information on the prevention of addiction in the first year of high school students. 20 th European Congress of Psychiatry.
Astroth, K. (1996), Leadership in non-formal youth groups: Does style affect youth outcomes? Journal of Extension, 34(6). Available at: http://www.joe.org/joe/1996december/rb2.html.
Botvin, G.J., Kantor, L.W. (2000). preventing alcohol and tobacco use through life skills training. Journal of The Nationa Institute on Alcohol Abuse And Alcoholism. alcohol research & health, 24(4), 250- 257.
Botvin, G.J., Kantor, I.W. (1999). Preventing alcohol tobacco use through the Life Skills Training. Journal of Alcohol Research and Health, 24, 4, 250-258.
Botvin, G.J. Baker, E., Dusenbary, L., et al. (1997). Preventing adolescent’s drug abuse through a multimodal cognitive- behavioral approach: result of 3 years study. Journal of Consult Clinical Psychology, 58. 437-446.
Botvin, G.J., Griffin, K., & Nickols, T.D. (2006). Prevention youth violence and delinquency through a universal school based prevention approach. Journal of Prevention Science, 7, 403-408.
Bova, C. Burwick, N.T. Quinones, M. (2008). Improving Women\'s Adjustment to HIV Infection: Result of the Positive Life Skills Workshop Project, Journal of the Association of Nurses in AIDS Care, 19, 1, 58-65.
Bowed, A.D. (1992). Integration and mains treming in cultural contex: Cancdian and American approaches. International Journal of Disability, Development and Education, 39(1), 19-31.
Forneris, T., Danish, S.J., Scott, D.L., (2007). Setting goals, solving problems and seeking social, support. Pubmed adolescence; 42 (165): 103-114.
Gorman, D. (2002). The science of drug and alcohol prevention: The case of randomized trail of the Life Skills Training program. International Journal of Drug and Policy, 13, 21-26.
Gorman, D. (2005). Does Measurement dependence explain the effects of Life Skills training on smoking outcomes? Prevention Medicine, 40, 479-487.
Keogh, E., Bond, F., & Flaxman, P. (2006). Improving academic performance and mental health through a stress managmnet intervention: Outcomes and mediator of change, Behavior Research and Therapy, 44, 339-357.
Lou, Ch., Wang, X., Tu, X., Gao, E. (2008). Impact of life skills training to improve cognition on Risk of sexual behavior and Contraceptive Use among Vocational school students in Shangha, Chin. Journal of Reproduction & Contraception, 19, 239-251.
Magnani, R., Macintyre, K., Mehyrar, K.A., Brown, L., Hutchinson, P. (2005). The impact of life skills education on adolescent sexual risk behaviors in KwaZula-Natal, South Africa. Journal of Adolescent Health, 36, 289- 304.
Mahdavihaji, T., Mohammadkhani, sh., Hatami, M. (2011). The Effectiveness of life skills training on happiness, quality of life and emotion regulation, Journal of Procedia-Social and Behavioral Sciences, 30, 407–411.
Mohammadi, A. (2011). Survey the Effects of Life Skills Training on Tabriz High School Student’s Satisfaction of Life. Jornal of Procedia-Social and Behavioral Sciences, 30, 1843–1845.
Pick, S., Givaundan, M., Poortinga, V.H. (2003). Sexuality and life skills education: A multi-stratigy intervention in Mexico, American Psychology, 58, 3, 230-234.
Rahimi, B., Adibrad, N., Tahmasian, K., Saleh sedghpour, B. (2010). The effectiveness of life skill treaining on social adjustment in children.procedia social and behavioral sciences. 5,870-874.
Sobhi-Gharamaleki, N., Rajabi, S. (2010). Efficacy of life skills training on increase of mental health and self esteem of the students. Procedia Social and Behavioral Sciences.1818-1822.
Turner, N.E., Macdonald, J., Somerset. (2008). Life skills, Mathematical reasoning and critical Thinking: A curriculum for the prevention of problem gambling, Journal of Gambling Studies. New York; 24(3).
Unicef. (2003). Wich skills are life skills? Available at: www. Life skill-based education
Wenzel, V., Wiechold, K., Silbereisen, K.P. (2009). The life skills program IPSY: Positive influences on school bonding and prevention of substance misuse. Jornal of Adolescence, 32, 1391-1401.
Wilburn, V.R., & Smith, D.E. (2005). Stress, self esteem and social ideation in late adolescents, Jornal of Adolescents, 40, 33-45.
World Health Organization. (1999). Partners in life skills education, Geneva, Switzerland: World Health Organization Department of Mental Health.