مقایسۀ اثربخشی روش آموزش معماهای فرضی کلبرگ، روش معماهای زندگی واقعی و روش القای هیجان مثبت بر تصمیم‌گیری اخلاقی
محورهای موضوعی : تربیتیتوران علیزاده 1 , شعله امیری 2 , محمد طاهر نشاط دوست 3 , هوشنگ طالبی 4
1 - دانشجوی دکتری روان شناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، عضو هیأت علمی دانشگاه فرهنگیان پردیس کوثر یاسوج، ایران
2 - عضو هیأت علمی دانشگاه اصفهان، ایران
3 - عضو هیأت علمی دانشگاه اصفهان، ایران
4 - عضو هیأت علمی دانشگاه اصفهان، ایران
کلید واژه: دانش‌آموزان دختر پایۀ اول دبیرستان, معماهای زندگی واقعی, تصمیم‌گیری اخلاقی, معماهای فرضی کلبرگ, القای هیجان مثبت,
چکیده مقاله :
این پژوهش با هدف بررسی اثربخشی آموزش روش معماهای فرضی کلبرگ، معماهای زندگی واقعی و القای هیجان مثبت بر تصمیم‌گیری اخلاقی دختران نوجوان انجام شد. روش پژوهش از نوع شبه‌آزمایشی (پیش‌آزمون ـ پس‌آزمون) با گروه گواه بود. جامعۀ آماری پژوهش را همۀ دانش‌آموزان دختر پایۀ اول دبیرستان شهر یاسوج در سال تحصیلی (93ـ1392) تشکیل می‌دادند. با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای 120 دانش‌آموز دختر انتخاب و به‌طور تصادفی در چهار گروه 30نفری جایگزین شدند. مداخله در گروههای آزمایشی شامل 8جلسۀ 70 دقیقه‌ای، آموزش به کمک روش معماهای فرضی کلبرگ و معماهای زندگی واقعی بود، یک گروه هم تحت القای هیجان مثبت قرار گرفت. افرادگروه آزمایش و گواه تکلیف تصمیم‌گیری اخلاقی روزانه (استارکی و همکاران، 2011) را به‌عنوان پیش‌آزمون، پس‌آزمون و پیگیری تکمیل کردند. نتایج تحلیل کواریانس نشان داد که تمامی روش‌های مداخله بر تصمیم‌گیری اخلاقی مؤثر بوده‌اند (05/0P =). نتایج آزمون تعقیبی L.S.D. نشان داد که بین گروه مداخله با گروه گواه (001/P =)، تفاوت معنی‌دار وجود داشت. هر چند، بین گروههای مداخله‌ای با یکدیگر تفاوت معنی‌داری وجود نداشت.
The aim of the research was to study the effectiveness of training Kohlberg’s dilemmas procedures, real life dilemmas, and positive emotion induction on moral decision making. This was a pre-test and post-test quasi-experimental study with control group. The sample consisted of 120. female students selected via multistep cluster sampling method, who were randomly, assigned into four groups. The experimental groups received Kohlberg’s dilemmas and real life dilemmas during 8 sessions, 70 minutes each, one group was induced by positive emotion and the control group was left untreated. All the participants completed the daily moral decision making task (Starke et.l, 2011) as the pre-test, post-test and the follow up. Adopting MANCOVA and ANCOVA for data analysis, the findings showed that, training groups and induction positive emotion were effective in moral decision making (P < 0.05). The follow up L.S.D test showed that although all intervention methods were effective in moral decision making (P=0.01), none of the interventions had significant difference with each other.
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