اثربخشی آموزش تاب‌آوری بر انگیزه پیشرفت، گسلش شناختی و خودکنترلی - مورد مطالعه: دانش‌آموزان پسر دوره متوسطه اول
محورهای موضوعی : سلامتعلیرضا مرآتی 1 , مسعود میرزائی 2 , زهرا سلکی 3
1 - استادیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام نور، تهران، ایران
3 - دانشیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
کلید واژه: تاب‌آوری, انگیزه پیشرفت, خودکنترلی, گسلش شناختی, دانش‌آموزان متوسطه دوره اول,
چکیده مقاله :
این پژوهش با هدف اثربخشی آموزش تاب‌آوری بر گسلش شناختی، خودکنترلی و انگیزه پیشرفت دانش‌آموزان پسر دوره متوسطه اول انجام گرفت. پژوهش نیمهآزمایشی با طرح پیشآزمون و پسآزمون با دو گروه آزمایش و کنترل بود. جامعه آماری را تمامی دانش‌آموزان پسر مشغول به تحصیل در مقطع متوسطه اول شهرستان روانسر در سال 401-1400 به تعداد 870 نفر تشکیل داد، با روش نمونه‌گیری تصادفی منظم تعداد 30 دانش‌آموز پسر در دو گروه مساوی 15 نفری گمارش شدند. برای افراد گروه آزمایش 8 جلسه هفتگی برنامه آموزش تاب‌آوری (Hosseini GHomi, & Salimi Bajestani, 2013) (به صورت جلسات هفتگی 1 ساعته) اجرا شد اما افراد گروه کنترل این برنامه را دریافت نکرد. گردآوری داده‌ها با پرسشنامه گسلش شناختی (Gillands et al, 2014)، پرسشنامه خودکنترلی (Tangeni et al, 2004) و پرسشنامه انگیزه پیشرفت (Hermans, 1970)، انجام شد. تحلیل داده‌ها با روش‌های آمار توصیفی، آزمون پیش فرض‌های آماری و تحلیل کوواریانس (چندمتغیره و تک متغیره) با نرم افزار آماری SPSS نسخه 26 انجام شد. نتایج نشان داد که در مرحله پس آزمون بین میانگین نمره گسلش شناختی و خودکنترلی آزمودنی‌های دو گروه آزمایش و کنترل از نظر آماری تفاوت معناداری وجود دارد (05/0>p). همچنین، نتایج نشان داد که در مرحله پس آزمون در افراد گروه آزمایش نمره انگیزه پیشرفت بهبود یافته است. پیشنهاد می‌شود مشاوران و معلمان مدارس به منظور ارتقای عملکرد روانی و نیز افزایش انگیزه پیشرفت دانش‌آموزان از برنامه آموزش تاب‌آوری بیشتر استفاده کنند.
This research was conducted with the aim of the effectiveness of resilience training on cognitive impairment, self-control, and the motivation to progress in male students of the first secondary school. It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population consisted of all the male students studying in the first secondary level of Ravansar city in 2021-2022 in the number of 870 people, 30 male students were assigned in two equal groups of 15 people with regular random sampling. For the people of the experimental group, 8 weekly sessions of the resilience training program (in the form of 1-hour weekly sessions) were implemented, but the people of the control group did not receive this program. Data collection was done with Gillanders et al.'s cognitive impairment questionnaire (2014), Tangeni et al.'s (2004) self-control questionnaire, and Hermans' achievement motivation questionnaire (1970). Data analysis was done with descriptive statistics methods, statistical assumptions test and covariance analysis (multivariate and univariate) with SPSS version 26 statistical software. The results showed that in the post-test stage, there is a statistically significant difference between the average score of cognitive impairment and self-control of the subjects of the two experimental and control groups (p<0.05). Also, the results showed that in the post-test stage, the achievement motivation score improved in the experimental group. It is suggested that counselors and school administrators use the resilience training program in order to improve mental performance and also increase the motivation of students to progress.
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