بررسی اثربخشی آموزش مهارت‌های شناختی- عاطفی بر کاهش گرایش به رفتارهای خشونت‌آمیز دانش‌آموزان پسر مقطع متوسطه
محورهای موضوعی : تربیتیآرزو دلفان بیرانوند 1 , رسول کردنوقابی 2 , شهریار مرادی 3
1 - دانشجوی دکتری روانشناسی تربیتی دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
2 - دانشیار گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
3 - دکتری روانشناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران
کلید واژه: دانش‌آموزان پسر, پرخاشگری و خشونت, مهارت‌های شناختی/ عاطفی, نوجوانی,
چکیده مقاله :
این پژوهش باهدف بررسی اثربخشی آموزش مهارت‌های شناختی- عاطفی در کاهش گرایش به رفتارهای خشونت‌آمیز دانش‌آموزان مقطع متوسطه صورت گرفته است. طرح این پژوهش از نوع آزمایشی به شیوۀ پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعۀ آماری پژوهش شامل همۀ دانش‌آموزان پسر دورۀ متوسطۀ استان‌های تهران و همدان که در سال تحصیلی 92- 1391 مشغول به تحصیل بودند. برای انتخاب نمونه در مرحلۀ اول از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای و در مرحلۀ دوم، از روش جایگزینی تصادفی سود برده شد. همچنین به‌منظور افزایش ضریب اطمینان ازنظر کنترل افت آزمودنی‌ها، برای هر گروه 20 در نظر گرفته شد و به شیوه جایگزینی تصادفی افراد در چهار گروه 20 نفری قرار گرفتند. ابتدا پرسش‌نامه خشونت بین فردی (CTS) بر روی دانش‌آموزان مدارس انتخاب‌شده در استان‌های تهران و همدان اجرا شد. سپس، تعداد 80 نفر (هر استان 40 نفر) از آن‌ها که بالاتر از خط برش قرار داشتند انتخاب و به‌صورت تصادفی در گروه‌های آزمایش گروه آزمایش 1 و 2) و گواه (گروه 1 و 2) قرار داده شدند. برنامۀ آموزش مهارت‌های شناختی - عاطفی در قالب یک دورۀ 10 جلسه‌ای (جلسات گروهی 90 دقیقه‌ای) اجرا شد. ابزارهای مورداستفاده در این پژوهش شامل مقیاس‌های خشونت بین فردی (1979 Straus,)، هوش‌بهر هیجانی (Bar-On, 1997)، مقیاس کنترل عواطف (Williams, Chambless, Ahrens, 1997) و نسخه دوم مقیاس شیوه مقابله با تعارض رحیم (Rahim,1997) بودند. نتایج تحلیل کوواریانس نشان داد که آموزش مهارت‌های شناختی – عاطفی به دانش‌آموزان مقطع متوسطه باعث افزایش مهارت‌های خودآگاهی، کنترل خشم و حل مسئله می‌شود. همچنین نتایج بیانگر آن است که آموزش مهارت‌های شناختی – عاطفی بر کاهش گرایش به رفتارهای خشونت‌آمیز (کلامی و عملی) دارای تأثیر مثبت و معنادار است.
This study was to investigate the effectiveness of cognitive-emotional skills on the decrease of high school student' tendency to aggressive behaviors. The design of the study was experimental using a pre-test and post-test method with a control group. The population of the study included male students of Hamedan and Tehran studying in 1391-1392. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. Also, to increase the assurance coefficient to control the examinees subsidence, twenty students were considered in each group and were assigned to 4 groups by random substitution sampling. Firstly, the Interpersonal Aggressive Questionnaire was administered to the students. Then, 80 students (40 students in each province) were chosen from among those who were upper than the cut point and were randomly assigned to the control and experimental group. The cognitive-emotional skills program were each performed in 10 sessions (each group session took 90 minutes). The tools used in this research were Interpersonal Aggressive Scales (Straus, 1979), Emotional intelligence questionnaire (Bar-On, 1997), Affective control scale (Williams, Chambless, & Ahrens, 1997), and the second version of Rahim organizational conflict scale (Rahim, 1997). The results of Covariance analysis (ANCOVA) indicated that teaching the cognitive-emotional skills to high school students Makes Increase self-awareness skills, anger management, and problem solving. Also, the results of the study indicated that teaching the cognitive-emotional skills have a positive and significant effect on the decrease of students tendency to aggressive behaviors such as verbal aggressive, practical aggressive of the students. However, the results indicated that teaching the cognitive-emotional skills are effective.
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