بررسی تاثیر آموزش راهبردهای تنظیم شناختی هیجان بر رفتارهای پرخطر و رفتارهای مدنی- تحصیلی در دانش-آموزان دختر نوجوان دارای رفتارهای پرخطر

محورهای موضوعی : تکتونواستراتیگرافی

لیلا امیریان ¹ , عزت‌اله قدم‌پور ² , محمد عباسی ³

1 - دانشجوی دکتری تخصصی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.
2 - استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.
3 - استادیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.

تاریخ دریافت : 1401/10/23 تاریخ پذیرش : 1402/11/30 تاریخ انتشار : 1402/11/01

کلید واژه: تنظیم شناختی هیجان, رفتارهای پرخطر, رفتارهای مدنی- تحصیلی,

چکیده مقاله :

زمینه و هدف: امروزه رفتارهای پرخطر در میان نوجوانان شیوع بیش‌تری یافته است و بررسی راه­های کاهش این رفتارها از نیازهای اساسی جوامع امروز است. این پژوهش با هدف تعیین بررسی تاثیر آموزش راهبردهای تنظیم شناختی هیجان بر رفتارهای پرخطر و رفتارهای مدنی- تحصیلی دانش‌آموزان دختر نوجوان دارای رفتارهای پرخطر انجام شد.
مواد و روش­ها: روش پژوهش از نوع نیمه­ آزمایشی با طرح پیش­ آزمون- پس­ آزمون با گروه گواه بود. جامعه این پژوهش  همه دانش‌آموزان دختر دوره متوسطه دوم شهر کرج بود و یک دبیرستان از میان دبیرستان­های ناحیه ۴ کرج برای اجرای پژوهش به روش نمونه­ گیری در دسترس انتخاب شد. به منظور اجرای پژوهش، در مرحله اول برای شناسایی دانش‌آموزان دارای رفتارهای پرخطر، پرسش‌نامه رفتارهای پرخطر ­زاده­محمدی و همکاران اجرا شد و دانش‌آموزان دارای نمرات بالاتر از میانگین این پرسش‌نامه به عنوان دانش‌آموزان پرخطر شناسایی شدند و در دو گروه آزمایش و گواه به طور تصادفی جایگزین شدند. گروه آزمایش به مدت ۱۰ جلسه ۹۰ دقیقه­ ای تحت آموزش راهبردهای تنظیم شناختی هیجان قرار گرفتند. ابزار اندازه­گیری این پژوهش ، رفتارهای پرخطر زاده ­محمدی و همکاران و پرسش‌نامه رفتارهای مدنی- تحصیلی گل پرور (بود که توسط شرکت­ کنندگان در مرحله پیش آزمون- پس­ آزمون تکمیل شد. داده­ها با استفاده روش­های آمار توصیفی و تحلیل کوواریانس تک­ متغیره و چند متغیره و با استفاده از نرم­افزار SPSS24  و تجزیه و تحلیل شد.
یافته ­ها: نتایج این پژوهش  نشان داد، آموزش راهبردهای تنظیم شناختی هیجان توانسته است تاثیر معناداری در کاهش رفتارهای پرخطر و بهبود رفتارهای مدنی تحصیلی گروه آزمایش نسبت به گروه گواه داشته باشد(p<0.01). 
نتیجه­ گیری:  با توجه به یافته­های پژوهش می­توان از برنامه آموزش راهبردهای تنظیم شناختی هیجان به منزله بخشی از برنامه ­های رفع مشکلات رفتاری در دانش‌آموزان در عرصه تعلیم و تربیت بهره جست. 

چکیده انگلیسی:

Abstract Background and purpose: Today, high-risk behaviors are more prevalent among teenagers, and investigating ways to reduce these behaviors is one of the basic needs of today's societies. This research was conducted with the aim of determining the effect of teaching cognitive emotion regulation strategies on high-risk behaviors and civic-academic behaviors of adolescent female students with high-risk behaviors. Materials and methods: The research method was a semi-experimental type with a pre-test-post-test design and  a control group. The current research population was all the female students of the second secondary school in Karaj city, and one high school was selected from among the high schools of the 4 districts of Karaj to carry out the research using available sampling method. In order to carry out the research, in the first stage, to identify students with high-risk behaviors, the high-risk behaviors questionnaire of Zadeh-Mohammadi et al. and were randomly replaced in the two experimental and control groups. The experimental group was trained in cognitive emotion regulation strategies for 10 90-minute sessions. The measurement tools of the present study were the High-Risk Behaviors by Zadeh-Mohammadi et al. and Golparvar's Civic-Academic Behavior Questionnaire, which was completed by the participants in the pre-test-post-test phase. The data were analyzed using descriptive statistics and univariate and multivariate covariance analysis using SPSS 24 software. Findings: The results of the present study showed that training  cognitive emotion regulation strategies has been able to have a significant effect on reducing risky behaviors and improving academic civic behaviors of the experimental group compared to the control group (p<0.01). Conclusion: According to the findings of the research, it is possible to benefit from the trial program of cognitive emotion regulation strategies as a part of the programs for solving behavioral problems in students in the field of education.

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