تأثیر آموزش مهارت‌های تفکر انتقادی بر خلاقیت، خودکارآمدی تحصیلی و بهزیستی روان‌شناختی دانش‌آموزان دختر متوسطه دوره اول
محورهای موضوعی : تربیتی
عاطفه ساعدی
1
(
دکتری مدیریت آموزش عالی، دانشگاه علامه طباطبایی تهران، ایران
)
محمدعلی زارعی
2
(
کارشناسی ارشد مشاوره خانواده، دانشگاه آزاد اسلامی واحد مرودشت، شیراز، ایران
)
مریم نصیری
3
(
کارشناسی ارشد روان شناسی بالینی، دانشگاه آزاد اسلامی واحد اهواز، اهواز، ایران.
)
کلید واژه: مهارت‌های تفکر انتقادی, بهزیستی روان‌شناختی, دانش‌آموزان دختر متوسطه دوره اول, خلاقیت, خودکارآمدی تحصیلی,
چکیده مقاله :
هدف این پژوهش، بررسی اثربخشی آموزش مهارت‌های تفکر انتقادی بر بهبود خلاقیت، خودکارآمدی تحصیلی و بهزیستی روان‌شناختی دانش آموزان در شهر اهواز بود. طرح این پژوهش، نیمه آزمایشی با گروه کنترل بود. جامعه پژوهش شامل کلیه دانش آموزان دختر متوسطه دوره اول شهر اهواز بود که با روش نمونه گیری هدفمند، 30 دانش آموز انتخاب شدند و به طور تصادفی به دو گروه مساوی آزمایش یا کنترل تخصیص یافتند. ابزارهای پژوهش شامل پرسشنامة خلاقیت (,2002 Abedi)، پرسشنامة خودکارآمدی تحصیلی (Murises, 2001) و پرسشنامة بهزیستی روان‌شناختی (Ryff, 1989) بود. برای تجزیه و تحلیل داده ها از روش های آمار استنباطی تحلیل کواریانس چندمتغیری و تک متغیری و نرم افزار آماری 25-SPSS استفاده شد. یافته‌ها نشان دادند که مداخله به کار رفته باعث افزایش سطوح خلاقیت، خود کارآمدی تحصیلی و بهزیستی روان شناختی دانش آموزان می‌شود. بنابراین بر اساس این نتایج مداخله آموزش مهارت‌های تفکر انتقادی برای کمک به دانش آموزان دختر اثربخش است و توصیه می‌شود.
The main objective of the present study is to evaluate the effectiveness of critical thinking skills training on improving creativity, academic self-efficacy and psychological well-being of students in Ahvaz. The study was conducted on a quasi-experimental basis with the control group. The research statistical population included all female first-year high-school students of Ahvaz city.By purposive sampling, 30 students were selected as study sample and randomly assigned into two equal groups of experimental and control. Research instruments included the Abedi Creativity Questionnaire (Abedi, 2003), the Murises Educational Self-Efficacy Scale (Murises, 2001), and the Ryff Psychological Well-being Scale (Ryff, 1989). To analyze the data, inferential statistical methods were used such as univariate and multivariate analysis of covariance (MANCOVA) and SPSS statistical software (Version 25). The findings showed that the applied intervention increased the levels of creativity, academic self-efficacy and psychological well-being of students. Therefore, the intervention of critical thinking skills training to help female students is effective and recommended.
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