مقایسه اثر بخشی سه روش آموزش گروهی سرزندگی تحصیلی، روش مثبت نگر و چشم انداز زمان بر اشتیاق تحصیلی و سرزندگی تحصیلی دانش آموزان پسر پایه نهم
محورهای موضوعی : روانشناسیمحسن شریفی علون آبادی 1 , مژگان عارفی 2 , اصغر آقایی 3
1 - دانشجوی دکتری روانشاسی تربیتی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - استادیار گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 - استاد گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.
کلید واژه: چشم انداز زمان, سرزندگی تحصیلی, مثبت نگر, اشتیاق تحصیلی, دانش آموزان پسر پایه نهم,
چکیده مقاله :
هدف از انجام پژوهش مقایسه اثر بخشی آموزش گروهی سرزندگی تحصیلی، روش مثبت نگر و چشم انداز زمان بر اشتیاق تحصیلی و سرزندگی تحصیلی دانش آموزان پسر پایه نهم شهر اصفهان بود. این پژوهش از نوع نیمه آزمایشی با طرح چهار گروهی سه مرحله ای بود. جامعه آماری دانش آموزان پسر پایه نهم در سال تحصیلی 1400-1399بودند. حجم نمونه شامل 72 دانش آموز پایه نهم بود که به روش نمونه گیری هدفمند انتخاب شدند. ابزار اندازه گیری داده ها شامل پرسشنامه اشتیاق تحصیلی (Fredericks, Blumenfeld & Paris, 2004) و پرسشنامه سرزندگی تحصیلی (Dehghanizadeh & Huseinchari, 2013) بود. داده ها با روش های تحلیل واریانس اندازه گیری مکرر تجزیه و تحلیل شدند. این تحلیل ها با کمک نرم افزار SPSS (ویرایش 22) انجام شد. نتایج نشان داد بین گروه ها در نمرات اشتیاق تحصیلی و نمرات سرزندگی تحصیلی در روش های مورد مطالعه تفاوت معنی دار وجود دارد (05/0>P). به مشاوران و روانشناسان مدارس که قصد بهبود وضعیت سرزندگی تحصیلی، اشتیاق به تحصیلی دانش آموزان را دارند پیشنهاد می شود تا حد امکان از کارگاه های آموزشی اثربخشی آموزش سرزندگی تحصیلی، مثبت نگر و چشم انداز زمان استفاده کنند.
The present study aimed to compare the effects of group education of academic vitality, positivism, and time perspective on academic engagement and academic vitality of ninth-grade male students in Isfahan. This study was a quasi-experimental research with a four-group three-stage design. The statistical population of the study included ninth-grade male students in the academic year of 2020-2021. The sample size included 72 ninth- grade students who were selected by purposeful sampling method. Data measurement tools included Academic Engagement Questionnaire (Fredericks, Blumenfeld & Paris, 2004) and Academic Vitality Questionnaire (Dehghanizadeh & Huseinchari, 2013). Data were analyzed by repeated measures analysis of variance. These analyzes were performed using SPSS-22 software. The results revealed a significant difference among the groups in the scores of academic engagement and scores of academic vitality in the studied methods (P <0.05). School counselors and psychologists who want to improve students' academic engagement and vitality are recommended to use workshops on the effectiveness of educational vitality, positivism, and time perspective as much as possible.
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