تاثیر آموزش مهارت های اجتماعی - ارتباطی بر مسئولیت پذیری و سازگاری دانش آموزان
محورهای موضوعی : تکتونواستراتیگرافی
1 - معاون فرهنگی دبیرخانه هیات موسس دانشگاه آزاد اسلامی
کلید واژه: آموزش مهارتهای اجتماعی- ارتباطی, مسئولیت پذیری, سازگاری با مدرسه,
چکیده مقاله :
هدف پژوهش حاضر بررسی تاثیر آموزش مهارتهای اجتماعی-ارتباطی بر مسئولیت پذیری و سازگاری با مدرسه در دانشآموزان دوره اول متوسطه بود. جامعه آماری این پژوهش شامل 100 نفر از دانشآموزان پسر دوره اول متوسطه دبیرستان مهرهشتم شهر تهران در سال 1396 بود. داده های این پژوهش از استخراج پرسشنامه مسئولیت پذیری روان شناختی کالیفرنیا (مگارگی ، 1972) و پرسشنامه سازگاری دانشآموزان(سینها و سینگ، 1993) به دست آمد که با استفاده از روش نمونه گیری تصادفی از میان دانش آموزان مذکور تعداد 60 نفر به طور کاملا تصادفی انتخاب و در دو گروه 30 نفره آزمایش و کنترل قرار داده شدند. گروه آزمایش 8 جلسه 90 دقیقهای آموزش مهارتهای اجتماعی- ارتباطی را دریافت کرد و به گروه کنترل هیج آموزشی در این خصوص ارائه نشد. دادههای این پژوهش در دو بخش توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفت. در بررسی توصیفی، شاخصهای آماری توصیفی یعنی محاسبه فراوانی، میانگین و انحراف استاندارد برای هر دو گروه (گروه آزمایش و کنترل) انجام گرفت و برای بررسی آمار استنباطی نیز از تحلیل کوواریانس (ANCOVA) استفاده شد. نتایج کلی پژوهش نشان داد که آموزش مهارتهای اجتماعی- ارتباطی به طور معناداری، باعث افزایش مسئولیت پذیری و سازگاری با مدرسه در دانشآموزان میشود. به عبارت بهتر با شرکت در جلسات آموزش مهارتهای اجتماعی- ارتباطی، سطوح مسئولیت پذیری و سازگاری با مدرسه در دانش آموزان افزایش میبابد.
Abstract:
The purpose of this study was to investigate the effect of teaching socio-communicative skills on accountability and adaptation with school in students. The statistical population of this study was 100 male high school male students. From the statistical population, using random sampling method and Based on the California California Psychological Responsibility Questionnaire (Magaraghi, 1972) And Student Adaptation Questionnaire (Sins & Singh, 1993) at the top, 60 people with entry criteria were our statistical sample. The 60 subjects were randomly assigned to two groups of 30 subjects The experimental group received 8 sessions of 90 minutes of instruction in social-communication skills and the control group was placed on the waiting list. Also, covariance analysis was used to analyze the data and to speed up the results of SPSS-21 software. The results of this study showed that social-communicational skills training significantly increased responsibility And adapting to school in students. In other words, students will increase their attendance at socio-communication skills, responsiveness, and adaptation sessions.
Keywords: Teaching Social-Communication Skills, Accountability, School Adaptation
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