بررسی اثربخشی برنامه مداخله‌ای مبتنی بر موفقیت بر ارتقای شایستگی اجتماعی و پیشرفت تحصیلی در نوجوانان دختر شهرستان مشهد
محورهای موضوعی : روانشناسی تربیتی
فرزانه امانی
1
(
دانشجوی دکتری روان شناسی تربیتی، دانشگاه الزهرا ، تهران، ایران
)
مرتضی منادی
2
(
دانشیار گروه روان شناسی تربیتی، دانشکاه الزهرا، تهران، ایران
)
مهناز اخوان‌تفتی
3
(
دانشیار گروه روان شناسی تربیتی، دانشگاه الزهرا، تهران، ایران
)
کلید واژه: پیشرفت تحصیلی, موفقیت, بسته آموزشی, شایستگی اجتماعی, ارتقای راهبردهای موفقیت, توانمندسازی والدین,
چکیده مقاله :
پژوهش حاضر با هدف تعیین اثربخشی برنامه مبتنی بر موفقیت بر بهبود شایستگی اجتماعی و پیشرفت تحصیلی نوجوانان دختر انجام شد. در این برنامه از دو بسته‌ی آموزشی، ارتقای راهبردهای موفقیت و همچنین بسته‌ی توانمندسازی والدین استفاده شد. جهت طراحی و تدوین این بسته‌ها از برنامه‌های یادگیری اجتماعی-هیجانی بهره گرفته شد. روش پژوهش نیمه آزمایشی است که در آن از پرسشنامه شایستگی اجتماعی و همچنین میانگین نمرات ماهانه در دروس، قبل و بعد از مداخله استفاده شد. جامعه آماری پژوهش دانش‌آموزان دختر پایه دهم شهرستان مشهد بود که با استفاده از روش نمونهگیری خوشه‌ای چند مرحله‌ای 45 نفر جهت شرکت در پژوهش انتخاب شدند. نتایج حاصل از تجزیه و تحلیل کوواریانس چند متغیره نشان داد که تفاوت معنـاداری بین گروه‌ها در افزایش شایستگی اجتماعی (05/0> (P و پیشرفت تحصیلی (05/0>P) وجود دارد. همچنین گروهی که علاوه بر دانش‌آموزان به والدین آنها نیز بسته‌یتوانمندسازی والدین آموزش داده شده بود از پیشرفت تحصیلی و شایستگی اجتماعی بالاتری در مقایسه با گروه کنترل برخوردار بودند.
This study was aimed to determine the effectiveness of program based on successfulness on academic achievement and social competence of adolescent girls in city of Mashhad. The interventional program was including two package: “Promoting of successful strategies” and “Strengthening parents program”. The research method was quasi-experimental with a pre-test and post-test design with two experimental groups and one control group. The statistical population of the research included all of girl high school students in grade 10 of Mashhad in school year 2017-18. From among them 45 students randomly were selected by multi stage cluster random sampling method and randomly assigned in two experimental and one control groups. All participants answered the flener social competence questionnaire in pre and post test and also academic achievement was measured using students grade average in before and after intervention. Finally, the data were analysed using multivariate analysis of covariance. The results from this study demonstrated that the training of program could be effective in improving academic achievement and social competence of the students.
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Ahmadi, M. S. (2014). Effectiveness of Training Communication Skills on Self regulated Learning of Male High School Students in Zanjan City. Knowledge & Research in Applied Psychology. 15(1), 113-12[In Persian].
Antaramian, S. P. Huebner, S., Hills, K. J., & Valois, R. F. (2010). A dual-factor model of mental health: Toward a more comprehensive understanding of youth functioning. American Journal of Orthopsychiatry, 80(4), 463-472.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103.
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. A Report for CASEL. Retrieved from http://files.eric.ed.gov/fulltext/ED558068.pdf.
Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98.
Brigman, G., Webb, L., & Campbell, C. (2007). Building skills for school success: Improving academic and social competence. Professional School Counseling, 10, 279-288.
Bronfenbrenner, U. (1979). The ecology of development. Cambridge: Harvard university press.
Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities through the schools. Children & Schools, 28(2), 69-76.
CASEL (2015). Collaborative for Academic, Social, and Emotional Learning. Safe and sound. An educational leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago: Author.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83-104.
Dodge, K. A., Asher, S. R., & Parkhurst, J. T. (1989). Social life as a goal coordination task. Research on motivation in education. New York: Academic Press.
Durlak, J. A., Weissberg, R., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 82, 405-432.
Elias, M. J., Zins, J. E., Weisberg, R. P., Frey, K. S., Greenberg, M. T., & Haynes, N. M. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Erikson, E. (2005). Identity: Youth and crisis. The critical middle school reader. New York: Taylor & Francis.
Epstein, M. H., Dakan, E. Oswald, D. P. & Yoe, J. T. (2001). Using strengths-based data to evaluate children's mental health programs. Toronto: Paul H. Brookes.
Flener, R. D., & Lease, A. M. (1990). Social competence and the language of adequacy matter for psychology. Beverly Hills.
Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (2011). Supreme Council of Education.
http://www.nlai.ir/portals/0/files/pdf/common.
Glasser, W. (1969). Schools without failure. New York: Harper & Row.
Greenberg, M. T., Weissberg, R. P., O'Brien, M. Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(7-6), 466-474.
Goodwin, C. J. (2010). Research in psychology: Methods and design. Hoboken, NJ: John Wiley & Sons.
Hawkins, J. D. (2006). Science, social work, prevention: Finding the intersections. Social Work Research, 30(3), 137–152.
Henderson, A. T., & Mapp, K. (2002). A new wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. National Center for Family and Community Connections with Schools. https://eric.ed.gov/?id=ED536946.
Izard, C. E., Fine, S. E., Mostow, A. J., Trentacosta, C. J., & Campbell, J. (2002). Emotion processes in normal and abnormal development and preventative intervention. Development and Psychopathology, 14,761-787.
Jamali Paghale, Z., Jamali Paghale, S., Jadidi Feighan, M., & Nazary, M. (2014). The Effect of Life Skills Training on Social Adjustment and Academic Performance of Adolescent Female Students. Knowledge & Research in Applied Psychology, 15(4), 121-129 [In Persian].
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