اثربخشی برنامه آموزش مهارت جرأت‌ورزی بر میزان کمرویی و خودپنداره کلی دختران نوجوان
محورهای موضوعی : فصلنامه زن و جامعهعبدالزهرا نعامی 1 , نسیم شمس علیزاده 2 , علی عبدی 3
1 - دانشیار گروه روانشناسی صنعتی و سازمانی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران
2 - دانشجوی دکترای روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران.
3 - استادیار گروه علوم تربیتی، دانشگاه پیام نور، ایران
کلید واژه: خودپنداره, آموزش جراتمندی, کمرویی,
چکیده مقاله :
این مطالعه با هدف تاثیر آموزش جراتمندی بر میزان کمرویی و خود پنداره کلی دختران نوجوان مقطع متوسطه اول انجام شد. روش این پژوهش، شبه آزمایشی با طرح مطالعه پیشآزمون-پس آزمون با گروه کنترل نامعادل بود. جامعه آماری پژوهش شامل کلیه دانشآموزان سال اول مقطع متوسطه اول شهر کرمانشاه بودند که از این جامعه به روش نمونه گیری در دسترس دو کلاس پایه اول دوره اول متوسطه انتخاب شد. به یک کلاس 32 نفره مهارت جراتمندی آموزش داده شد و کلاس دیگر به عنوان گروه کنترل که سابقه شرکت درکلاسهای آموزش جراتمندی را نداشتند در نظر گرفته شد. ابزار گردآوری دادهها شامل پرسشنامه خودپنداره بک و کمرویی چیک بریکز بود. در گروه آزمایش مهارت جراتمندی به مدت 4 جلسه آموزش داده شد. جهت تجزیه و تحلیل دادها از آزمون تحلیل کوواریانس استفاده شد. نتایج پژوهش نشان داد که بین میانگین نمره پس آزمون کمرویی و خوپنداره گروه آزمایش با گروه کنترل تفاوت آماری معناداری وجود دارد. بنابراین میتوان نتیجه گرفت که آموزش مهارت جراتمندی در کاهش میزان کمرویی و بهبود خودپنداره دانشآموزان دختر نوجوان تاثیر مثبت دارد و با توجه به اینﮐﻪ آﻣﻮزش مهارتهای زﻧﺪﮔﯽکوتاه مدت را به آسانی میتوان در مدارس اجرا نمود توصیه میگردد برنامه آموزشی مدون در برنامههای مدارس گنجانده شده و با مشارکت ﻣﺸﺎوران و رواﻧﺸﻨﺎﺳﺎن در ﻣﺪارس اجرا گردد.
The purpose of this study was to investigate the effectiveness of an assertiveness training program on female teenagers' shyness and self-concept. This study is a semi-experimental one with pretest and post- test. 57 students from two different classes were involved in the study (Experimental N=32 and Control N= 25). The experimental group was instructed through assertiveness skill training in four sessions (each 2 hours). Two questionnaires were used for the samples: 1- revised Cheek and Briggs Shyness questionnaire 2-Beck self- concept questionnaire. The Analysis of Covariance (ANCOVA) was used for analyzing the collected data. Overall, the difference between pre- and post-test scores related to self -concept and shyness was significantly meaningful in favor of experimental groups (P<0.001).The ANCOVA analysis results have shown that assertiveness training program was effective on shyness and self-concept. findings showed that teaching assertiveness skills to students resulted in improving self –concept and shyness. Thus, it is suggested that these types of skill instructions be included as a part of the education programs.
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