مشغولیت تحصیلی بر سرمایه‌ روان‌شناختی دانش‌آموزان دختر متوسطه دوم

محورهای موضوعی : روانشناسی تربیتی

فهیمه حسنی ¹ (گروه روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.)
فریبرز درتاج ² (استاد گروه روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه علامه طباطبایی، تهران، ایران.)
فریبرز باقری ³ (دانشیار روانشناسی ، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.)
ابوطالب سعادتی شامیر ⁴ (استادیار روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.)

تاریخ دریافت : 1397/10/18 تاریخ پذیرش : 1398/03/18 تاریخ انتشار : 1398/06/01

کلید واژه: آموزش, دانش‌آموزان, مشغولیت تحصیلی, سرمایه‌های روان‌شناختی,

چکیده مقاله :

پژوهش حاضر با هدف تعیین اثربخشی آموزش مشغولیت تحصیلی بر سرمایه روان‌شناختی دانش‌آموزان انجام شد. طرح پژوهش نیمه آزمایشی و از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل بود. بدین منظور از بین 546 دانش‌آموز دختر مدارس دولتی شهر قم در سال تحصیلی 98-1397، 50 دانش‌آموز پس از همتا شدن بر اساس سن، جنسیت، پایه، رشته تحصیلی و معدل به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله ای انتخاب و به‌طور تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. هر دو گروه پرسشنامۀ سرمایه‌های روان‌شناختی لوتانز را به‌عنوان پیش‌آزمون و پس‌آزمون تکمیل کردند. گروه آزمایش 12 جلسۀ 75 دقیقه‌ای، آموزش مشغولیت تحصیلی را دریافت کرد اما گروه کنترل در انتظار آموزش ماند. داده‌ها با نرم افزار SPSS و روش آماری کوواریانس و کوواریانس چند متغیره تحلیل شد. یافته‌های پژوهش نشان داد، آموزش مشغولیت تحصیلی باعث افزایش سرمایه روان‌شناختی می‌گردد. بر طبق نتایج با توجه به اثربخشی آموزش مشغولیت تحصیلی به نظر می رسد می‌توان این روش را بر روی طیف وسیعی از ویژگی‌های تحصیلی دانش آموزان به کار بست که البته نیاز به تحقیقات تکمیلی دارد.

چکیده انگلیسی:

The purpose of this study was Determine the effectiveness of academic engagement education on students' psychological capital. The research design was a quasi-experimental and pre-test and post-test with control group for this purpose, 546 female students in public schools in Qom during the academic year of 2018-19 selected 50 students after matched by age, gender, grade, and field of study, using a multi-stage cluster random sampling method. And were randomly assigned to two experimental and control groups. Both groups completed the Lathan’s Psychological Capital Questionnaire as a pre-test and post-test. The experimental group received 12 sessions of 75 minutes of engagement education, but the control group was waiting for training. Data were analyzed using SPSS software, covariance and multivariate covariance. Findings of the research showed that academic engagement training increases the psychological capital. According to the results, considering the effectiveness of educational engagement training, it seems that this method can be applied to a range of students' academic Features, which requires additional research.

منابع و مأخذ:

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Carmona–Halty, M., Salanova, M., Llorens, L., & Schaufeli, W.B. (2018).  How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 1-13.

Craig, G. (2017, November 6). The Gold Standard (Official) EFT Tapping Tutorial. Retrieved March 14, From https://www.emofree.com/eft-tutorial/eft-tapping-tutorial.html.

Datu, J.A.D., & King, R.B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology,69, 100-110.

Datu, J.A.D., & Valdez, J. P. M. (2016). Psychological Capital Predicts Academic Engagement and Well-Being in Filipino High School Students. The Asia-Pacific Education Researcher, 25(3), 399-405.

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and
academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660.

Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L. M. (2015). Family and school context in school engagement. Eur. Journal Eduction Psychology. doi: 10.1016/j.ejeps.2015.09.001

Fiorella, L. and Mayer, R.E. (2015). Learning as a generative activity, eight learning strategies that promote understanding. Cambridge university press.

Golparvar, Mohsen, Jafari, Maryam & Javadian, Zahra. (2013). Prediction of psychological capital through the components of spirituality in nurses. Psychiatric Nursing, (3) 1, 44-35 [In Persian].

González, A., Paoloni, P. V., Donolo, D., & Rinaudo, C. (2015). Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes. Analesps Psychological. 31, 869– 878. doi: 10.6018/analesps.32.176981

Harper, S. R. & Antonio, A. L. (2008). Not by accident: Intentionality in diversity, learning, and engagement. In S. R. Harper (Ed.), Creating inclusive campus environments for cross-cultural learning and student engagement. (pp. 1-18). Washington DC: NASPA.

Hashemi Nosrat Abad, Touraj; Beiraami, Mansour; Vahedi, Shahram & Beiraami, Nasser. (2017). The Effectiveness of Teaching Aid Strategies on Improving the Signs of Academic Stress, Performance, and Academic Motivation by Adjusting Documentary Styles in Students. Two Quarterly Journal of Cognitive Strategies, 5 (8), 139-158 [In Persian].

Hershberger, M.A., & jones, M.H. (2018). The influence of social relationships and school engagement on academic achievement in maltreated adolescents. Journal of Adolescence, 67, 98-108.

Hicks, R. E., & Knies, E. M. (2015). Psychological Capital, Adaptability, Coping with Change, and Employee Engagement, in a Multinational Company. Journal of International Business Disciplines, 10(2), 36-51.

Kazmi, A. (2010). Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly, Winter, 1-15. Retrieved from Error! Hyperlink reference not valid.

Lennbrink, E. A. & penterich.P. R. (2003). The role of self-efficacy belief in student engagement and learning in the classroom. Reading and writing quarterly, 19,119 -130.

Liao, R. & Liu, Y. (2016). The impact of structural empowerment and psychological capital on competence among Chinese baccalaureate nursing students: A questionnaire survey. Nurse Education Today, 36, 31–36. doi: 10.1016/j.nedt.2015.07.003.

Luthans, F. (2002). Positive organizational behavior. Developing and managing
psychological strengths. The Academy of Management Executive, 16(1), 57-72.

Luthans, F., & Youssef–Morgan, C. M. (2017). Psychological capital: An evidence–based positive approach. Annual Review of Organizational Psychology and Organizational Behaviour. doi: 10.1146/annurev–orgpsych–032516–113324.

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychology capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.

Liran, B.H., & Miller, P. (2017). The Role of Psychological Capital in Academic Adjustment Among University Students. Journal of Happiness Studies, 8, 1-15.

Marcos A., &Carmona-Halty, M.D. (2018). How Psychological Capital Mediates Between Study-Related Positive Emotions and Academic Performance. Journal of Happiness Studies. 29, 1-19.

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.

Matthew J. X., Katrina R., & Kate, Sh. (2018). Student engagement in academic activities: a social support perspective. Higher Education, 75(4), 589–605.

Miller, R. L., Amsel, E., Kowalewski, B. M., Beins, B.C., & Keith, K. D., Peden, B. F. (2011). Promoting Student Engagement Volume 1: Programs, Society for the Teaching of Psychology Association. PP 10-19.

Moreira, P.A.S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students' engaement with school: Academic performance moderates the effect of school support for learning on students' engagement. Learning and Individual Differences, 67, 67-77.

Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and erformance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-49.

Pascarella E. T., Cruce, T., Umbach, P. D., Wolniak, G. C., Kuh, G. D., Carini, R. M., Hayek, R. M., & Zhao, G. C. (2006). Institutional selectivity and good practices in undergraduate education: How strong is the link.Journal of Higher Education, 77, 251-285.

Pekrun, R., & Perry, R. (2014). “Control-value theory of achievement emotions, ».in Internationalhandbook of Emotions in Education, eds R. Pekrun and L. Linnenbrink-García (New York, NY: Routledge), 120–141. Frontiers in Psychology. www.frontiersin.org

Rosen, C. L. (2011). CCreating the optimistic classroom: What law schools can learn from attribution style effects? McGeorge L Rev 2011; 42: 319.

Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994. doi: 10.1007/s10902-013-9459-2

Stirling, D. (2013). Motivation in Education. Aichi Universities English Education Research Journal, 29 51-72.

Teoha, H.C., Chong Abdullahb, M., Roslanc, S., & Daud, S. (2013). An Investigation of Student Engagement in a Malaysian Public University. Procedia - Social and Behavioral Sciences, 90,142 – 151.

Tross, S. A., Harper, J. P., Osherr, L. W. & Kneidinger, L. M. (2000). Not just the usual cast of characteristics: Using personality to predict college performance and retention. Journal of College Student Development, 41, 325–336.

Tschannen-Moran, M., Bankole, R.A., Mitchell, R.M. & Moore J.r, D.M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration, 51 (2), 150-175.

Ugwu FO, Onyishi IE., & Tyoyima WA. (2013). Exploring the relationships between academic burnout, self_efficacy and academic engagement among Nigerian college students. Journal Afr Educational Researcher Netw. 13(2):37-46.

Vogelgesang, G., Clapp-Smith, R., & Osland, J. (2014). Keeping an open mindset: The role of positive psychological capital in global mindset. Journal of Leadership and Organizational Studies, 21(2), 165178.

Wang, M., & Eccles, S. (2013). School context, achievement motivation and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.

Wells, S. (2016). 100% yes‼the energy of success. release your resistance align your values go for your goals using simple energy techniques(SET). Waterford publishing.

Avey, B. J., Luthans, F., & Jensen, S. (2009). Psychological Capital: A Positive Resource for Combating Employee Stress and Turnover. Human Resource Management, 48(5), 677-693.

Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127-152.

Carmona–Halty, M., Salanova, M., Llorens, L., & Schaufeli, W.B. (2018).  How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 1-13.

Craig, G. (2017, November 6). The Gold Standard (Official) EFT Tapping Tutorial. Retrieved March 14, From https://www.emofree.com/eft-tutorial/eft-tapping-tutorial.html.

Datu, J.A.D., & King, R.B. (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology,69, 100-110.

Datu, J.A.D., & Valdez, J. P. M. (2016). Psychological Capital Predicts Academic Engagement and Well-Being in Filipino High School Students. The Asia-Pacific Education Researcher, 25(3), 399-405.

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and
academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12), 1649-1660.

Fernández-Zabala, A., Goñi, E., Camino, I., & Zulaika, L. M. (2015). Family and school context in school engagement. Eur. Journal Eduction Psychology. doi: 10.1016/j.ejeps.2015.09.001

Fiorella, L. and Mayer, R.E. (2015). Learning as a generative activity, eight learning strategies that promote understanding. Cambridge university press.

Golparvar, Mohsen, Jafari, Maryam & Javadian, Zahra. (2013). Prediction of psychological capital through the components of spirituality in nurses. Psychiatric Nursing, (3) 1, 44-35 [In Persian].

González, A., Paoloni, P. V., Donolo, D., & Rinaudo, C. (2015). Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes. Analesps Psychological. 31, 869– 878. doi: 10.6018/analesps.32.176981

Harper, S. R. & Antonio, A. L. (2008). Not by accident: Intentionality in diversity, learning, and engagement. In S. R. Harper (Ed.), Creating inclusive campus environments for cross-cultural learning and student engagement. (pp. 1-18). Washington DC: NASPA.

Hashemi Nosrat Abad, Touraj; Beiraami, Mansour; Vahedi, Shahram & Beiraami, Nasser. (2017). The Effectiveness of Teaching Aid Strategies on Improving the Signs of Academic Stress, Performance, and Academic Motivation by Adjusting Documentary Styles in Students. Two Quarterly Journal of Cognitive Strategies, 5 (8), 139-158 [In Persian].

Hershberger, M.A., & jones, M.H. (2018). The influence of social relationships and school engagement on academic achievement in maltreated adolescents. Journal of Adolescence, 67, 98-108.

Hicks, R. E., & Knies, E. M. (2015). Psychological Capital, Adaptability, Coping with Change, and Employee Engagement, in a Multinational Company. Journal of International Business Disciplines, 10(2), 36-51.

Kazmi, A. (2010). Sleepwalking through Undergrad: Using Student Engagement as an Institutional Alarm Clock. College Quarterly, Winter, 1-15. Retrieved from Error! Hyperlink reference not valid.

Lennbrink, E. A. & penterich.P. R. (2003). The role of self-efficacy belief in student engagement and learning in the classroom. Reading and writing quarterly, 19,119 -130.

Liao, R. & Liu, Y. (2016). The impact of structural empowerment and psychological capital on competence among Chinese baccalaureate nursing students: A questionnaire survey. Nurse Education Today, 36, 31–36. doi: 10.1016/j.nedt.2015.07.003.

Luthans, F. (2002). Positive organizational behavior. Developing and managing
psychological strengths. The Academy of Management Executive, 16(1), 57-72.

Luthans, F., & Youssef–Morgan, C. M. (2017). Psychological capital: An evidence–based positive approach. Annual Review of Organizational Psychology and Organizational Behaviour. doi: 10.1146/annurev–orgpsych–032516–113324.

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychology capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541-572.

Liran, B.H., & Miller, P. (2017). The Role of Psychological Capital in Academic Adjustment Among University Students. Journal of Happiness Studies, 8, 1-15.

Marcos A., &Carmona-Halty, M.D. (2018). How Psychological Capital Mediates Between Study-Related Positive Emotions and Academic Performance. Journal of Happiness Studies. 29, 1-19.

Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.

Matthew J. X., Katrina R., & Kate, Sh. (2018). Student engagement in academic activities: a social support perspective. Higher Education, 75(4), 589–605.

Miller, R. L., Amsel, E., Kowalewski, B. M., Beins, B.C., & Keith, K. D., Peden, B. F. (2011). Promoting Student Engagement Volume 1: Programs, Society for the Teaching of Psychology Association. PP 10-19.

Moreira, P.A.S., Dias, A., Matias, C., Castro, J., Gaspar, T., & Oliveira, J. (2018). School effects on students' engaement with school: Academic performance moderates the effect of school support for learning on students' engagement. Learning and Individual Differences, 67, 67-77.

Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402.

Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and erformance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-49.

Pascarella E. T., Cruce, T., Umbach, P. D., Wolniak, G. C., Kuh, G. D., Carini, R. M., Hayek, R. M., & Zhao, G. C. (2006). Institutional selectivity and good practices in undergraduate education: How strong is the link.Journal of Higher Education, 77, 251-285.

Pekrun, R., & Perry, R. (2014). “Control-value theory of achievement emotions, ».in Internationalhandbook of Emotions in Education, eds R. Pekrun and L. Linnenbrink-García (New York, NY: Routledge), 120–141. Frontiers in Psychology. www.frontiersin.org

Rosen, C. L. (2011). CCreating the optimistic classroom: What law schools can learn from attribution style effects? McGeorge L Rev 2011; 42: 319.

Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994. doi: 10.1007/s10902-013-9459-2

Stirling, D. (2013). Motivation in Education. Aichi Universities English Education Research Journal, 29 51-72.

Teoha, H.C., Chong Abdullahb, M., Roslanc, S., & Daud, S. (2013). An Investigation of Student Engagement in a Malaysian Public University. Procedia - Social and Behavioral Sciences, 90,142 – 151.

Tross, S. A., Harper, J. P., Osherr, L. W. & Kneidinger, L. M. (2000). Not just the usual cast of characteristics: Using personality to predict college performance and retention. Journal of College Student Development, 41, 325–336.

Tschannen-Moran, M., Bankole, R.A., Mitchell, R.M. & Moore J.r, D.M. (2013). Student academic optimism: A confirmatory factor analysis. Journal of Educational Administration, 51 (2), 150-175.

Ugwu FO, Onyishi IE., & Tyoyima WA. (2013). Exploring the relationships between academic burnout, self_efficacy and academic engagement among Nigerian college students. Journal Afr Educational Researcher Netw. 13(2):37-46.

Vogelgesang, G., Clapp-Smith, R., & Osland, J. (2014). Keeping an open mindset: The role of positive psychological capital in global mindset. Journal of Leadership and Organizational Studies, 21(2), 165178.

Wang, M., & Eccles, S. (2013). School context, achievement motivation and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.

Wells, S. (2016). 100% yes‼the energy of success. release your resistance align your values go for your goals using simple energy techniques(SET). Waterford publishing.