اثربخشی آموزش گروهی خودکارآمدی بر بهزیستی روانشناختی و سازگاری اجتماعی پسران بدسرپرست شهرستان شهرکرد
محورهای موضوعی : تربیتیشهناز حبیبیان 1 , اعظم مرادی 2 , سید حسن موسوی 3
1 - کارشناسی ارشد روانشناسی بالینی دانشگاه آزاد نایین، اصفهان، ایران
2 - استادیار دانشگاه پیام نور، تهران، ایران
3 - کارشناسی ارشد روانشناسی بالینی دانشگاه آزاد نایین، اصفهان، ایران
کلید واژه: نوجوان بدسرپرست, خودکارآمدی, بهزیستی روانشناختی, سازگاری اجتماعی,
چکیده مقاله :
هدف این تحقیق تعیین اثربخشی آموزش گروهی خودکارآمدی بر بهزیستی روانشناختی و سازگاری اجتماعی نوجوانان پسر بدسرپرست بود. طرح این پژوهش نیمه آزمایشی از نوع پیش آزمون-پس آزمون همراه با گروه گواه بود. نمونه این تحقیق شامل 33 نفر از دانش آموزان پسر بدسرپرست یک کانون شبانه روزی فرهنگی و تربیتی در شهرکرد در زمستان 1397 بودند که به شیوه نمونه گیری هدفمند انتخاب شدند. ابتدا روی افراد گروه نمونه پرسشنامه های پیش آزمون شامل فرم کوتاه پرسشنامه بهزیستی روانشناختی ریف و همکارانRyff’s Psychological Well-being (1989) و فرم کوتاه پرسشنامه سازگاری اجتماعی کالیفرنیا Social Adjustment (1939) اجرا شد، سپس افراد گروه نمونه به طور تصادفی به دو گروه مساوی آزمایشی و گواه واگذار شدند و سپس 9 جلسه آموزش گروهی خودکارآمدی برای اعضای گروه آزمایشی اجرا شد در حالی که افراد گروه کنترل هیچ مداخله ای دریافت نکردند. پس از اتمام جلسات، پس آزمون با استفاده از همان پرسشنامه های پیش آزمون بر روی شرکت کنندگان اجرا شد. داده ها با استفاده از تحلیل کواریانس تحلیل شدند. یافته های تحقیق نشان دهنده اثربخشی آموزش خودکارآمدی بر بهزیستی روانشناختی(001/0P<) و سازگاری اجتماعی (001/0P<) نوجوانان پسر بدسرپرست بود.
The purpose of this study was examining the effect of self-efficacy group training on psychological well-being, and social adjustment in maladaptive adolescent boys.The research design was pre-test and post-test with control group. The sample of this study consisted of 33 maladapted male students of a cultural and educational boarding hub selected by purposeful sampling. First, the pre-test questionnaires were implemented, including the short form of Ryff’s Psychological Well-being Questionnaire (1989) and the short form of the California Social Adjustment Questionnaire (1939). Subjects were then randomly assigned to experimental and control groups. Then the experimental group received self-efficacy group training, but the control group not received intervention. After the intervention sessions, post-test was administered for two groups. Data were analyzed using univariate analysis of covariance. The results of analysis of covariance showed significant difference between the post-test hope scores (P<0.001); and social adjustment (P< 0.001) of the two groups of malevolent adolescent boys.
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