اثربخشی آموزش ابعاد کمال‌گرایی بر رشد خودکارآمدی در دانش‌آموزان مدارس خاص

محورهای موضوعی : تکتونواستراتیگرافی

آزاده صادقیان ¹ , سعید وزیری ² , محمد حسین فلاح ³

1 - دانشجو دکتری مشاوره، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.
2 - استادیار، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.
3 - دانشیار، گروه مشاوره، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران

تاریخ دریافت : 1400/11/13 تاریخ پذیرش : 1401/08/13 تاریخ انتشار : 1401/05/01

کلید واژه: "خودکارآمدی", "دانش‌آموز", "کمال گرا", "کمال‌گرایی",

چکیده مقاله :

این مطالعه با هدف بررسی اثربخشی آموزش ابعاد کمال‌گرایی بر رشد خودکارآمدی در دانش‌آموزان مدارس خاص انجام شد.
مطالعه حاضر یک مطالعه تجربی است. روش پژوهش نیمه‌آزمایشی طرح پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر کمال‌گرا مراجعه کننده به مرکز مشاوره امام حسین یزد، مشغول به تحصیل در مدارس خاص بود. 120 نفر
دانش‌آموزان به روش نمونه‌گیری هدفمند ساده و در دسترس انتخاب شدند. به این ترتیب محقق 24 نفر از دانش‌آموزان دختر کمال‌گرا را به طور تصادفی انتخاب کرد بعد در دو گروه آزمایش و کنترل گمارده شدند گروه آزمایش آموزش ابعاد کمال‌گرایی مبتنی بر تجربه‌زیسته دانش‌آموزان کمال‌گرا را طی 9 جلسه دریافت نمودند، اما گروه کنترل هیچ مداخله‌ای دریافت نکرد. داده‌های حاصل از پژوهش در دو سطح توصیفی و سطح استنباطی مورد تجزیه و تحلیل قرار گرفت. نتایج حاصل از تحلیل داده‌ها نشان داد که برنامه آموزشی مبتنی برتجارب زیسته دانش آموزان کمال‌گرا بر متغییر وابسته خودکارآمدی اثرگذاری معنادار داشته است. همچنین برنامه مداخله‌ای ویژه کمال‌گرایان بر افزایش خودکارآمدی تحصیلی، اجتماعی و هیجانی دانش‌آموزان تأثیر داشته است در تبیین این نتایج از آنجایی که برنامه آموزشی تدوین شده در این تحقیق براساس تجربه‌های واقعی دانش‌آموزان کمال‌گرا بوده ( مرحله اول کیفی تحقیق ) و به طور اختصاصی برای دانش‌آموزان کمال‌گرا تدوین شده و ویژگی‌های روانسنجی برنامه توسط متخصصان این زمینه تایید شده و به نحوی به مسائل تحصیلی و مشکلات رفتاری و هیجانی دانش‌آموزان کمال گرا پرداخته است، بنابراین بر خودکارآمدی از اثربخشی لازم برخوردار بوده است.

چکیده انگلیسی:

Therefore this study was conducted to investigate the effectiveness of perfectionism education on growth of self-efficacy in students of special schools.
The present study is an experimental study. The research method was quasi-experimental pretest-posttest with a control group. The statistical population of the study included all perfectionist female students referred to Imam Hossein Counseling Center in Yazd, studying in special schools. Students who completed the Hill Perfectionism Questionnaire and obtained the Perfectionism Score were selected by purposive and convenience sampling. The researcher randomly selected 24 perfectionist female students and then assigned them to the experimental and control groups . Participants in the experimental group received perfectionism-based dimensions of perfectionist students' training in 9 sessions of 90 minutes, but the control group did not receive any intervention.
The results of data analysis showed that the curriculum based on lived experiences of perfectionist students had a significant effect (p <0.05) on the dependent variable of self-efficacy, the special intervention program of perfectionists has had an effect on increasing the academic, social and emotional self-efficacy of students.
it should be said that the program developed in this study is based on the real experiences of perfectionist students (the first qualitative stage of the research) and has been developed specifically for perfectionist students and the psychometric properties of the program by experts in this The field has been approved and has somehow dealt with both academic issues and the behavioral and emotional problems of perfectionist students, it has had the necessary effectiveness on self-efficacy.

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