اثربخشی آموزش مهارت حل‌مسئله به روش شناختی- اجتماعی بر مسئولیتپذیری، سازگاری اجتماعی و خودتوانمندسازی اجتماعی دانش‌آموزان دختر مقطع متوسطه
محورهای موضوعی : زن و خانوادهنیر دشتی 1 , امیر پناه علی 2 , معصومه آزموده 3
1 - دانشجوی دکترای گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران
2 - استادیارگروه روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران (نویسنده مسئول) panahali@iaut.ac.ir
3 - استادیارگروه روانشناسی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران
کلید واژه: سازگاری اجتماعی, آموزش حل‌مسئله, vروش شناختی- اجتماعی, مسئولیتپذیری, خودتوانمندسازی اجتماعی,
چکیده مقاله :
هدف از پژوهش حاضر تعیین اثربخشی آموزش مهارت‌های حل‌مسئله به روش شناختی اجتماعی بر مسئولیتپذیری، سازگاری اجتماعی و خودتوانمندسازی اجتماعی دانش‌آموزان دختر مقطع متوسطه شهر تبریز بود. این پژوهش یک مطالعه نیمه‌آزمایشی، از نوع پیش آزمون و پس آزمون با گـروه گواه بود. جامعه مورد مطالعه شامل دانش‌آموزان دختر مقطع متوسطه (دوره دوم) شهرستان تبریز در سال تحصیلی97-1396 بود. با توجه به مداخله‌ای بودن پژوهش و اهمیت رضایت شرکت کنندگان، برای انتخاب نمونه آماری از روش نمونه گیری تصادفی خوشه ای چندمرحله ای استفاده شد. ابتدا از میان نواحی آموزش وپرورش شهر تبریز، بطور تصادفی ناحیه پنج انتخاب شد، سپس از میان مدارس دخترانه متوسطه دوره دوم آن ناحیه، یک مدرسه به طور تصادفی انتخاب و از بین دانش آموزان مدرسه، به طور تصادفی، 60 دانش‌آموزان از کلاس‌های پایه سوم به عنوان نمونه انتخاب شدند و در دو گروه آزمـایش (30نفر) و گواه (30نفر) جایدهی شدند. پرسشنامه های روانشناختی کالیفرنیا، سازگاری اجتماعی سینهاوسینگ و خود توانمندسازی اجتماعی فلنر به عنوان پیش‌آزمون بر روی هر دو گروه اجرا شد. سپس گروه آزمایش طی مدت ده جلسه تحت آموزش مهارت حل‌مسئله قرار گرفتند. در نهایت همان مقیاس‌ها به عنوان پس‌آزمون بر روی هر دو گروه اجرا شد، در حالی‌که گروه گواه هیچ آموزشی دریافت نکردند. نتایج پژوهش با استفاده از تحلیل کوواریانس تک‌متغیره نشان داد که میزان نمرات مسئولیتپذیری، سازگاری اجتماعی و خود توانمندسازی اجتماعی دانش‌آموزانی که آموزش مهارت حل‌مسئله دریافت کرده اند بیشتر از میزان نمرات دانش‌آموزانی که آموزش مهارت حل‌مسئله دریافت نکرده اند (05/0P<). آموزش مهارت حل‌مسئله کارایی بالایی در افزایش مسئولیتپذیری، سازگاری اجتماعی و خود توانمندسازی اجتماعی دانش‌آموزان دارد.
The aim of present research is to study the effectiveness of training problem solving skills on Responsibility, Social Adjustment and Social Self- Of secondar high school female students. In this quasi-experimental research with pre-test, post-test design and control group, the statistical population includes female second-year high school students in Tabriz studying in academic year 2017-18. The method utilized is multi-stage random sampling method consisting of 60 female second-year high school students in Tabriz from which 30 students Were placed in the experimental group and other 30 students in the control group in experimental and 30 students in control group. In order to Collect data and attain the intended results, intervention-education program of problem solving skills, California phychological inventory, Self–Empowerment questionnaire of Felner and Social Adjustment of sinha & sing were utilized and results were analyzed statistically. Findings were analyzed by univariate covariance analysis. The findings showed that there was a positive positive relation between training problem solving skills Responsibility, Social Adjustment and Social Self-Empowerment. Generally, we may conclude that training problem solving skills influence Responsibility, Social Adjustment and Social Self-Empowerment
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