اثربخشی آموزش مهارت‌های روانی–اجتماعی دانش‌آموزان، بر درگیری و تاب‌آوری تحصیلی آنان
محورهای موضوعی : روانشناسی تربیتیفاطمه رضایی 1 , سعید نجارپور استادی 2
1 - دانش‌آموخته روانشناسی تربیتی، گروه روانشناسی، مؤسسه آموزش عالی چرخ نیلوفری آذربایجان، تبریز، ایران
2 - گروه روانشناسی، واحد شبستر، دانشگاه آزاد اسلامی، شبستر، ایران.
کلید واژه: تاب‌آوری, دانش‌آموزان متوسطه, درگیری تحصیلی, توانمندسازی روانی جتماعی,
چکیده مقاله :
هدف از انجام این پژوهش بررسی اثربخشی توانمندسازی روانی – اجتماعی دانش‌آموزان بر درگیری و تاب‌آوری تحصیلی دانش‌آموزان بود. این پژوهش از نوع مطالعه شبه آزمایشی با طرح پیش آزمون – پس آزمون با گروه کنترل می باشد. جامعه آماری پژوهش حاضر، شامل دانش‌آموزان دختر دبیرستان های اسکو بود که 50 نفر از دانش‌آموزان (با عملکرد پایین) با استفاده از روش نمونه گیری در دسترس انتخاب و در دو گروه 25 نفری به صورت کاملاً تصادفی دسته بندی شدند. ابتدا هر دو گروه به پرسشنامه های: درگیری تحصیلی و تاب‌آوری پاسخ دادند. سپس گروه آزمایش تحت آموزش مهارت‌های روانی-اجتماعی قرار گرفت. بسته آموزش مهارت‌های روانی-اجتماعی شامل 8 جلسه 90 دقیقه ای بود. پس از اجرای برنامه آموزش دو گروه مورد آزمون درگیری تحصیلی و تاب‌آوری قرار گرفتند. یافته های پژوهش نشان داد با توجه به نتایج بدست آمده (F=7.08, df=1 P<0/05)، زمانی که اثر پیش آزمون از روی نتایج پس آزمون مربوط به گروه ها حذف شود، تفاوت بین گروه ها (از نظر تاب‌آوری) در سطح معناداری 99 درصد اطمینان معنادار بوده و آموزش مهارت‌های روانی–اجتماعی بر افزایش تاب‌آوری مؤثر است. همچنین با توجه به نتایج حاصل شده (F=23.33, df=1 , P<0/05)، زمانی که اثر پیش آزمون از روی نتایج پس آزمون مربوط به گروه ها حذف شود، تفاوت گروه ها (از نظر درگیری تحصیلی) در سطح معناداری 99 درصد اطمینان معنادار می‌باشد. و آموزش مهارت‌های روانی اجتماعی بر درگیری تحصیلی دانش‌آموزان مؤثر است.
The purpose of this research is to investigate the effectiveness of psycho-social empowerment of students on their engagement and academic resilience in the Osku region. This research is a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the current study includes female students of Osku high schools. The sample size includes 50 students (with low performance) who were selected using the available sampling method and randomly divided into two groups of 25 students. First, both groups answered the questionnaires including Christiana Academic Conflict, the reliability of which was 0.86 using Cronbach's alpha, and the Connor and Davidson resilience. Then the experimental group was trained in psycho-social skills. The package of psycho-social skills training included 8 sessions of 90 minutes, after the implementation of the program, two groups were tested for academic engagement and resilience. The research findings showed that according to the obtained results (F=7.08, df=1 P<0.05) when the pre-test effect is eliminated from the post-test results of the groups, the difference between the groups (of Resilience opinion) is critical at a significance level of 99% confidence and psycho-social skills training is effective in increasing resilience. Also, according to the results (F=23.33, df=1, P<0/05), when the pre-test effect is ignored from the post-test outcomes of the groups, the difference between the groups (in terms of academic involvement) in the level significance is 99% confidence. And teaching psycho-social skills are effective in students' academic engagement
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Betvaz, P. (2016). Investigating the relationship between social skills and emotional intelligence with psychological resilience in mothers of autistic children, master's thesis, Islamic Azad University of Karaj. [In Persian]
Beyrami, M., & Shalchi, B. (2011). The relationship between motivational beliefs and self-regulated learning strategies with emotional intelligence in students, Quarterly Journal of Education and Training, pp 29-50. [In Persian]
Bonanno, G.A. (2004). Loss, trauma, and human resilience. American pcychologist 59(1): 20-28.
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Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie. J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian highschool students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32(4): 797-817.
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Gonzalez, C. Blackford, B. (2022). Engagement as antecedent of academic achievement and the moderating impact of work-family-school inter-role conflict for online graduate students. The International Journal of Management Education. 20(3): 100676.
Hagh ranjbar, F., Kakavand, A., Borjali, A., & Bermas, H. (2011). Resilience and quality of life of mothers with intellectually disabled children, Journal of Health Psychology, Payam Noor University. 1(1): 177-187. [In Persian]
Jamali paghale, S., Abedi, A., Nazari badei, M., & Mirzaei, R. (2013). Comparing the effectiveness of social emotional learning program and social problem-solving training on reducing the symptoms of oppositional defiant disorder as assessed by parents, Clinical Psychology Quarterly, Semnan University. 3(12): 43-70. [In Persian]
Khodakarami, B., Fardmal, j., & Masoumi, Z. (2013). Behavioral disorders of female middle school students in Hamedan and related factors, Nasim Danesh, Hamedan College of Nursing and Midwifery. 21(1): 59-69 [In Persian]
Koradshari, F. (2012). Examining the academic engagement of third year high school students based on their teaching style preference, master's thesis in educational psychology, Ferdowsi University of Mashhad, Faculty of Psychology and Educational Sciences. [In Persian]
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Messman, E., Scott, B., Smith, J., Cortina, K., Thulin, E., Zimmerman, M., & Kernsmith, P. (2022) Psychological empowerment as a route for positive adjustment during adolescence. Journal of Applied Developmental Psychology. 83(2022): 101458.
Natalie, A., Kathryn, E., & Karla, J. (2006). Increasing on-task behavior in the classroom: extension of self-monitoring strategies. Psychology in the Schools, 43(2): 211-221.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research. 31(6): 459-470.
Ramazani, M. (2017). The mediating role of academic self-regulation and academic self-efficacy in the relationship between perceived social support from the teacher and academic engagement in high school students of Birjand city, Master's thesis, Birjand University. [In Persian]
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement and academic achievement. Journal of Educational Psychology. 104(3): 700–712.
Rokni, P., Arjomandniya, A. K., & Fathabadi, J. (2016). Investigating the effect of social competence raining on improving the behavioral performance of children with learning disabilities, Exceptional Children Quarterly, Education Research Institute. 15(3): 43-54. [In Persian]
Rudd, G., Meissel, K., & Meyer, F. (2021). Measuring academic resilience in quantitative research: A systematic review of the literature. Educational Research Review, 34, 100402
Shadi, N. (2013). The relationship between self-regulation and self-esteem with resilience in high school teenagers in Barazjan city, master's thesis, Islamic Azad University, Maroodasht Branch. [In Persian]
Shafizadeh, R. (2012). The relationship between resilience and five big personality factors, Danesh and Research Journal in Applied Psychology. 13(3): 95-102. [In Persian]
Siyadat, S.M. Jadidi, M. (2015). The effect of social skills training on self-esteem and identity dimensions of working children, Journal of educational psychology, Allameh Tabatabai University. 11(37): 83-101. [In Persian]
Skinner, E., Furrer, C., Marchand, G., & Kinderman, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100 (4): 765–781.
Su, C. Y., Lin, Y. H., Wu, Y. Y., & Chen C. C. (2008). The role of cognition and adaptive behavior in employment of people with mental retardation. Research in Developmental Disabilities, 29(1): 83-95.
Taheri, M. Zafari, S. Moradpour, Z. (2017). A review of self-monitoring strategies in exceptional children, Quarterly Journal of Psychological Studies and Educational Sciences. 16: 167-197. [In Persian]
Veiga, F. H., Galvão, D., Pereira, T., Caldeira, S., Bahia, S., Melo, M., Conboy, J. Nogueira, J., Janeiro, I., Festas, M.I., Taveira, M.C., Carvalho, C. & Almeida, A. (2012). Student’ sengagement inschool: a literature review. ICERI2012 Proceedings (pp. 3356-3362).
Vejdanparast, H. (2012). Investigating the amount and contribution of training programs in empowering students in cultural, artistic and sports fields, Research Institute of Education Organization of East Azarbaijan Province. [In Persian].
Zimmerman, B.J (2008). Self–regulating academin learning and achievement: the emergence of a social cognitireperspective .edu. Psychol. review. Vol 2(2).
_||_Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5): 369–386.
Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues inresearch on metacognition and self-regulated learning: A discussion. Meta Cognition Learning, 4(1): 87-95.
Betvaz, P. (2016). Investigating the relationship between social skills and emotional intelligence with psychological resilience in mothers of autistic children, master's thesis, Islamic Azad University of Karaj. [In Persian]
Beyrami, M., & Shalchi, B. (2011). The relationship between motivational beliefs and self-regulated learning strategies with emotional intelligence in students, Quarterly Journal of Education and Training, pp 29-50. [In Persian]
Bonanno, G.A. (2004). Loss, trauma, and human resilience. American pcychologist 59(1): 20-28.
Brad Bury, KE., & Clark, I. (2009). Cognitive behavioral Therapy for anger management: effectives in adult mental health services. Behavioral and cognitive psychotherapy, Vol.35, Pp.201-208.
Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie. J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian highschool students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, 32(4): 797-817.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York: Springer.
Christenson, S. L., Reschly, AL., Appleton, J. L., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology (5th Ed.), 1099-1120.
Duckworth, K., Akerman, R., MacGregor, A., Salter, E., & Vorhaus, J. (2009). Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33]. Centre for Research on the Wider Benefits of Learning, Institute of Education, University of London, London.
Elmi, M. (2012). Investigating the effectiveness of life skills training on adaptation and psychological well-being, middle school students of Karaj, master's thesis, Islamic Azad University, Roudhen Branch. [In Persian]
Esfandarmarz, Sh. (2014). The relationship between self-regulated learning and self-improvement with students' resilience, Master's thesis, Islamic Azad University, Central Tehran branch. [In Persian]
Gonzalez, C. Blackford, B. (2022). Engagement as antecedent of academic achievement and the moderating impact of work-family-school inter-role conflict for online graduate students. The International Journal of Management Education. 20(3): 100676.
Hagh ranjbar, F., Kakavand, A., Borjali, A., & Bermas, H. (2011). Resilience and quality of life of mothers with intellectually disabled children, Journal of Health Psychology, Payam Noor University. 1(1): 177-187. [In Persian]
Jamali paghale, S., Abedi, A., Nazari badei, M., & Mirzaei, R. (2013). Comparing the effectiveness of social emotional learning program and social problem-solving training on reducing the symptoms of oppositional defiant disorder as assessed by parents, Clinical Psychology Quarterly, Semnan University. 3(12): 43-70. [In Persian]
Khodakarami, B., Fardmal, j., & Masoumi, Z. (2013). Behavioral disorders of female middle school students in Hamedan and related factors, Nasim Danesh, Hamedan College of Nursing and Midwifery. 21(1): 59-69 [In Persian]
Koradshari, F. (2012). Examining the academic engagement of third year high school students based on their teaching style preference, master's thesis in educational psychology, Ferdowsi University of Mashhad, Faculty of Psychology and Educational Sciences. [In Persian]
Len Bowers, R. M. N., Nijman, Henk, Teresa Allan, M., SC., & et al, (2006). Prevention and management of aggression training and violent incidents on u. k. Acute Psychiatric wards. Development and Psychopathology. 57(7): 1022-1026.
Messman, E., Scott, B., Smith, J., Cortina, K., Thulin, E., Zimmerman, M., & Kernsmith, P. (2022) Psychological empowerment as a route for positive adjustment during adolescence. Journal of Applied Developmental Psychology. 83(2022): 101458.
Natalie, A., Kathryn, E., & Karla, J. (2006). Increasing on-task behavior in the classroom: extension of self-monitoring strategies. Psychology in the Schools, 43(2): 211-221.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self- regulated learning. International Journal of Educational Research. 31(6): 459-470.
Ramazani, M. (2017). The mediating role of academic self-regulation and academic self-efficacy in the relationship between perceived social support from the teacher and academic engagement in high school students of Birjand city, Master's thesis, Birjand University. [In Persian]
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement and academic achievement. Journal of Educational Psychology. 104(3): 700–712.
Rokni, P., Arjomandniya, A. K., & Fathabadi, J. (2016). Investigating the effect of social competence raining on improving the behavioral performance of children with learning disabilities, Exceptional Children Quarterly, Education Research Institute. 15(3): 43-54. [In Persian]
Rudd, G., Meissel, K., & Meyer, F. (2021). Measuring academic resilience in quantitative research: A systematic review of the literature. Educational Research Review, 34, 100402
Shadi, N. (2013). The relationship between self-regulation and self-esteem with resilience in high school teenagers in Barazjan city, master's thesis, Islamic Azad University, Maroodasht Branch. [In Persian]
Shafizadeh, R. (2012). The relationship between resilience and five big personality factors, Danesh and Research Journal in Applied Psychology. 13(3): 95-102. [In Persian]
Siyadat, S.M. Jadidi, M. (2015). The effect of social skills training on self-esteem and identity dimensions of working children, Journal of educational psychology, Allameh Tabatabai University. 11(37): 83-101. [In Persian]
Skinner, E., Furrer, C., Marchand, G., & Kinderman, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100 (4): 765–781.
Su, C. Y., Lin, Y. H., Wu, Y. Y., & Chen C. C. (2008). The role of cognition and adaptive behavior in employment of people with mental retardation. Research in Developmental Disabilities, 29(1): 83-95.
Taheri, M. Zafari, S. Moradpour, Z. (2017). A review of self-monitoring strategies in exceptional children, Quarterly Journal of Psychological Studies and Educational Sciences. 16: 167-197. [In Persian]
Veiga, F. H., Galvão, D., Pereira, T., Caldeira, S., Bahia, S., Melo, M., Conboy, J. Nogueira, J., Janeiro, I., Festas, M.I., Taveira, M.C., Carvalho, C. & Almeida, A. (2012). Student’ sengagement inschool: a literature review. ICERI2012 Proceedings (pp. 3356-3362).
Vejdanparast, H. (2012). Investigating the amount and contribution of training programs in empowering students in cultural, artistic and sports fields, Research Institute of Education Organization of East Azarbaijan Province. [In Persian].
Zimmerman, B.J (2008). Self–regulating academin learning and achievement: the emergence of a social cognitireperspective .edu. Psychol. review. Vol 2(2).