ساخت بسته جامع توانمندسازی روانی و اثربخشی آن بر رفتارهای سبک زندگی تحصیلی سلامت-محور دانشجویان
محورهای موضوعی : روان درمانگریالهام کوشکی 1 , سعید قنبری 2 , امید شکری 3 , جلیل فتح آبادی 4
1 - دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی
2 - دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی
3 - دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی
4 - دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی
کلید واژه: بسته جامع توانمندسازی روانی, روانشناسی سلامت تحصیلی, رفتارهای سامت, ایمنٰ‌سازی روانی,
چکیده مقاله :
ایـن پژوهـش بـا هـدف سـاخت بسـته جامـع توانمندسـازی روانـی دانشـجویان و تعییـن اثربخشـی آن بـر رفتارهـای سـبک زندگـی تحصیلـی سـلامت‌محور انجـام شـد. در یـک مطالعـه شـبه‌تجربی بـا طـرح پیش‌آزمـون ـ پس‌آزمـون بـا گـروه گـواه غیرمعـادل و همـراه بـا پیگیـری دو ماهـه، 36 دانشـجو در دو گـروه آزمایـش (۱۸ نفـر) و گـواه (۱۸ نفـر) قبـل و بعـد از آمـوزش بـه پرسشـنامه رفتارهـای تسـهیلگر/بازدارنده سـبک زندگـی تحصیلـی سـلامت‌محور (صالـح‌زاده، شـکری و فتح‌آبـادی، ۲۰۱۷ الـف) پاسـخ دادنـد. از طریـق ۱۰ جلسـه و هـر جلسـه دو سـاعت، بسـته توانمندسـازی روانـی بـه شـیوه گروهـی بـرای گـروه آزمایـش اجـرا شـد. نتایـج نشـان داد بسـته توانمندسـازی روانـی در افزایـش رفتارهایـی ماننـد خوش‌بینـی تحصیلـی، مشـغولیت تحصیلـی و تـاب‌آوری تحصیلـی و در کاهـش رفتارهایـی ماننـد درماندگـی آموخته‌شـده، اجتنـاب از کمک‌طلبـی، پرخاشـگری منفعانـه و خودناتوان‌سـازی مؤثـر اسـت. براسـاس نتایـج ایـن پژوهـش می‌تـوان دریافـت کـه تـلاش بـرای پربارسـازی مهارت‌هـای رابطـه بین‌فـردی مشـارکت‌کنندگان از طریـق بسـط سـرمایه روان‌شـناختی و منابـع روانـی ـ اجتماعـی آنهـا ماننـد خوش‌بینـی، رفتارهـای مقابلـه‌ای، تـاب‌آوری، مهـار روان‌شـناختی، حرمـت خـود، تحمـل ابهـام و حمایـت اجتماعـی و متعاقـب آن توانمندسـازی افـراد بـرای کاسـتن از تجـارب تنیدگـی‌زا، سـازش‌یافتگی بـا رویدادهـا و واقعیـات منفـی و تـداوم روابـط رضایت‌بخـش بـا دیگـران، مصونیـت روانـی دانشـجویان را موجـب می‌شـود.
This study aimed to develop a university students’ comprehensive psychological empowerment package and to determine its effectiveness onhealth-oriented academic lifestyle behaviors. With a quasi-experimental study, 36 students in the experimental group (18 subjects) and control group (18 subjects) before and after training, responded to the health-oriented academic lifestyle facilitator/preventive questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a). The experimental group received 10 sessions of the empowerment package (2 hours a session). The results indicated that the psycho-educational package was effective in increasing the rate of referrals to behaviors such as academic optimism, academic engagement, and academic resilience, and in decreasing the rate of referrals to behaviors such as learned helplessness, avoidance of help-seeking, passive aggression, self-handicapping, avoidance of effort, academic dishonesty and maladaptive perfectionism. The findings suggest that attempting to enhance the interpersonal skills of the participants by helping them to expand their psychological capital and their psychosocial resources such as optimism, coping behaviors, resilience, psychological control, self-esteem, ambiguity tolerance and social support, and subsequent empowerment of individuals to reduce stressful experiences, adaptation to negative events and maintain satisfactory relationships with other, mayresult in mental immunization in students.
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