اثربخشی بسته آموزشی تجربه بهینه مبتنی بر نظریه چیکسنت میهای بر تعامل و خوداعتمادی معلمان دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیزهرا قادری 1 , ایلناز سجادیان 2 * , محمد علی نادی 3
1 - دانشجوی دکتری تخصصی روانشناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
2 - دانشیار گروه روانشناسی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
3 - استاد گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: بسته آموزشی تجربه بهینه, نظریه چیکسنت میهای, تعامل, خوداعتمادی, معلمان ابتدایی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی اثربخشی بسته آموزشی تجربه بهینه مبتنی بر نظریه چیکسنت میهای بر تعامل و خوداعتمادی معلمان دوره ابتدایی انجام گرفت. روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه و دوره پیگیری دوماهه بود. جامعه آماری پژوهش شامل معلمان دوره ابتدایی شهر اصفهان در سال تحصیلی 1401-1400 به تعداد 2831 نفر بودند. در این پژوهش تعداد 30 معلم دوره ابتدایی با روش نمونه‌گیری هدفمند انتخاب و با گمارش تصادفی در گروههای آزمایش و گواه گمارده شدند (هر گروه 15 معلم). معلمان حاضر در گروه آزمایش بسته آموزشی تجربه بهینه مبتنی بر نظریه چیکسنت میهای را طی هفت هفته در 7 جلسه 90 دقیقه‌ای دریافت نمودند. پرسشنامه‌های مورد استفاده در این پژوهش شامل پرسشنامه تعامل معلمان (TIQ) و پرسشنامه خوداعتمادی معلمان (TSCQ) بود. داده‌های حاصل از پژوهش به شیوه تحلیل واریانس با اندازه‌های تکراری با استفاده از نرم‌افزار آماری 23SPSS مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که بسته آموزشی تجربه بهینه مبتنی بر نظریه چیکسنت میهای بر ابعاد تعامل (رهبری (001/0>P؛ 51/0=Eta؛ 01/30=F)، رفتار کمک کننده (001/0>P؛ 42/0=Eta؛ 67/20=F)، درک کردن (001/0>P؛ 38/0=Eta؛ 17/17=F)، مسئولیت‌پذیری (001/0>P؛ 49/0=Eta؛ 03/27=F)، نامطمئن بودن (001/0>P؛ 52/0=Eta؛ 39/30=F)، ناراضی بودن (001/0>P؛ 47/0=Eta؛ 12/25=F)، تنبیه کردن (001/0>P؛ 21/0=Eta؛ 51/7=F) و سختگیر بودن (001/0>P؛ 22/0=Eta؛ 77/7=F) ) و خوداعتمادی (001/0>P؛ 62/0=Eta؛ 23/46=F) معلمان دوره ابتدایی تأثیر معنادار دارد. بر اساس یافته‌های پژوهش حاضر می‌توان چنین نتیجه گرفت که بسته آموزشی تجربه بهینه مبتنی بر نظریه چیکسنت میهای با بهره‌گیری از بازسازی آگاهی و فعالیت‌ها، درک ذهنی چالش‌ها، کنترل انرژی روانی و هدف‌گذاری فعالیت‌ها می‌تواند به عنوان یک روش کارآمد جهت بهبود تعامل و خوداعتمادی معلمان دوره ابتدایی مورد استفاده گیرد.
The present study was conducted to investigating effectiveness of optimal experience educational package based on csikszentmihalyi's theory on interaction and self-confidence of primary school teachers. The research method of the present study was quasi-experimental with pretest, posttest, control group design and two-month follow-up period. The statistical population of the research included 2831 primary school teachers in Isfahan city in the academic year of 2020-2021. 30 primary school teachers were selected by purposive sampling method and randomly assigned to experimental and control groups (15 teachers in each group). The teachers in the experimental group received the optimal experience educational package based on csikszentmihalyi's theory during seven weeks in seven sessions of 90 minutes. The applied questionnaires in this study included teacher interaction questionnaire (TIQ) and teacher self-confidence questionnaire (TSCQ). The data from the study were analyzed through variance with repeated measures via SPSS23 statistical software. The results showed that optimal experience educational package based on csikszentmihalyi's theory has effect on the dimensions of interaction (Leadership (F=30.01, Eta= 0.51, P≤0.001), helping behavior (F=20.67, Eta= 0.42, P≤0.001), understanding (F=17.17, Eta= 0.38, P≤0.001), responsibility (F=27.03, Eta= 0.49, P≤0.001), uncertainty (F=30.39, Eta= 0.52, P≤0.001), dissatisfaction (F=25.12, Eta= 0.47, P≤0.001), punishment (F=7.51, Eta= 0.21, P≤0.001) and strictness (F=7.77, Eta= 0.22, P≤0.001)) and self-confidence (F=46.23, Eta= 0.62, P≤0.001) of primary school teachers. According to the findings of the present study it can be concluded that optimal experience educational package based on csikszentmihalyi's theory can be used as an efficient method to increase interaction and self-confidence of primary school teachers through employing reconstruction of awareness and activities, mental understanding of challenges, control of mental energy and targeting of activities.
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