اثربخشی آموزش تاب‌آوری بر انگیزه پیشرفت، گسلش شناختی و خودکنترلی - مورد مطالعه: دانش‌آموزان پسر دوره متوسطه اول
محورهای موضوعی : سلامتعلیرضا مرآتی 1 , مسعود میرزائی 2 , زهرا سلکی 3
1 - استادیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام نور، تهران، ایران
3 - دانشیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
کلید واژه: تاب‌آوری, انگیزه پیشرفت, خودکنترلی, گسلش شناختی, دانش‌آموزان متوسطه دوره اول,
چکیده مقاله :
این پژوهش با هدف اثربخشی آموزش تاب‌آوری بر گسلش شناختی، خودکنترلی و انگیزه پیشرفت دانش‌آموزان پسر دوره متوسطه اول انجام گرفت. پژوهش نیمهآزمایشی با طرح پیشآزمون و پسآزمون با دو گروه آزمایش و کنترل بود. جامعه آماری را تمامی دانش‌آموزان پسر مشغول به تحصیل در مقطع متوسطه اول شهرستان روانسر در سال 401-1400 به تعداد 870 نفر تشکیل داد، با روش نمونه‌گیری تصادفی منظم تعداد 30 دانش‌آموز پسر در دو گروه مساوی 15 نفری گمارش شدند. برای افراد گروه آزمایش 8 جلسه هفتگی برنامه آموزش تاب‌آوری (Hosseini GHomi, & Salimi Bajestani, 2013) (به صورت جلسات هفتگی 1 ساعته) اجرا شد اما افراد گروه کنترل این برنامه را دریافت نکرد. گردآوری داده‌ها با پرسشنامه گسلش شناختی (Gillands et al, 2014)، پرسشنامه خودکنترلی (Tangeni et al, 2004) و پرسشنامه انگیزه پیشرفت (Hermans, 1970)، انجام شد. تحلیل داده‌ها با روش‌های آمار توصیفی، آزمون پیش فرض‌های آماری و تحلیل کوواریانس (چندمتغیره و تک متغیره) با نرم افزار آماری SPSS نسخه 26 انجام شد. نتایج نشان داد که در مرحله پس آزمون بین میانگین نمره گسلش شناختی و خودکنترلی آزمودنی‌های دو گروه آزمایش و کنترل از نظر آماری تفاوت معناداری وجود دارد (05/0>p). همچنین، نتایج نشان داد که در مرحله پس آزمون در افراد گروه آزمایش نمره انگیزه پیشرفت بهبود یافته است. پیشنهاد می‌شود مشاوران و معلمان مدارس به منظور ارتقای عملکرد روانی و نیز افزایش انگیزه پیشرفت دانش‌آموزان از برنامه آموزش تاب‌آوری بیشتر استفاده کنند.
This research was conducted with the aim of the effectiveness of resilience training on cognitive impairment, self-control, and the motivation to progress in male students of the first secondary school. It was a semi-experimental research with a pre-test and post-test design with two experimental and control groups. The statistical population consisted of all the male students studying in the first secondary level of Ravansar city in 2021-2022 in the number of 870 people, 30 male students were assigned in two equal groups of 15 people with regular random sampling. For the people of the experimental group, 8 weekly sessions of the resilience training program (in the form of 1-hour weekly sessions) were implemented, but the people of the control group did not receive this program. Data collection was done with Gillanders et al.'s cognitive impairment questionnaire (2014), Tangeni et al.'s (2004) self-control questionnaire, and Hermans' achievement motivation questionnaire (1970). Data analysis was done with descriptive statistics methods, statistical assumptions test and covariance analysis (multivariate and univariate) with SPSS version 26 statistical software. The results showed that in the post-test stage, there is a statistically significant difference between the average score of cognitive impairment and self-control of the subjects of the two experimental and control groups (p<0.05). Also, the results showed that in the post-test stage, the achievement motivation score improved in the experimental group. It is suggested that counselors and school administrators use the resilience training program in order to improve mental performance and also increase the motivation of students to progress.
Akbari, T. (2021). Investigating the role of information literacy and self-directed learning in predicting students’academic motivation. Journal of school psychologh and institutions, 9(4), 74-85. [Persian].
Akbari, M. T., (2017). Prediction of academic burnout based on self-efficacy, academic resilience and coping style in male students of first secondary school in Sarpol Zahab city. Master's thesis, field of educational psychology, Payam Noor University, Javanroud. [Persian]
Afzali, A., Sultangholi, F., & Rahimi, Q. (2021). Predicting academic conflict based on problem solving styles, self-control and emotional expression in students. Cognitive strategies in learning, 9(17), 107-121. [Persian]
Afshari, A. (2022). the effectiveness of role-playing training on academic self-efficacy, social adjustment and academic motivation in elementary school students. Journal of Learning Disabilities, 11(3), 15-29. [Persian]
Akeman, E., Kirlic, N., Clausen, A. N., Cosgrove, K. T., McDermott, T. J., Cromer, L. D., & Aupperle, R. L. (2020). A pragmatic clinical trial examining the impact of a resilience program on college student mental health. Depression and anxiety, 37(3), 202-213.
Basa, B., Erari, A., & Setiani, M. Y. (2022). the effect of training, career development, empowerment and work discipline on job satisfaction at class I airport operator unit of mopah merauke. budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(1), 1832-1845.
Bryan, A. F., Nicholson, K., & Zakrison, T. L. (2022). resilience training for the trauma surgeon. in difficult decisions in trauma surgery (pp. 349-365). Springer, Cham.
Çelik, I., Aka, S. T., Çalik, F., Bayraktar, G., & Bayram, M. (2018). The investigation on physical education teacher candidate's resilience, tenacity and motivation levels. Journal of Education and e-Learning Research, 5(3), 174-178.
Desmet, O. A., & Pereira, N. (2022). The achievement motivation enhancement curriculum: evaluating an affective intervention for gifted Students. Journal of Advanced Academics, 33(1), 129-153.
Duan, W., Kong, Y., Bu, H., Guan, Q., Chen, Z., Luo, Q., & Zhang, J. (2022). the online strength-informed acceptance and commitment therapy among COVID-19-Affected adolescents. Research on Social Work Practice, 32(4), 465–474.
Darezereshki poor, O., Fallah, M. H., & Saeedmanesh, M. (2020). Designing stories to create cognitive faults in the philosophy program for children and its effectiveness on reducing the symptoms of obsessive-compulsive disorder in children with OCD symptoms in the elementary school of Yazd cit. Thinking and Children, Institute for Humanities and Cultural Studie. 10(2), 25-46. [Persian]
Delavar, A. (2019). Research method in educational sciences and psychology. Tehran: Rushd Publishing House. [Persian]
Ezzatibabi, M., & Ghasemi, GH. (2020). Comparison of Self-control with bullying–victim Behavior in Students with or without Learning Disability. Journal of Learning Disabilities, 10(3), 92-104. [Persian]
Farhadi, H., & Tabatabaei Zavare, GH. (2020). Evaluate the Effectiveness of Theater Therapy on Self-Control, Adaptive Social Functioning and Computer Game Addiction of Game Addicted Students. Journal of Research in Cognitive and Behavioral Sciences, 10(18), 135-186. [Persian]
Farazja, M., Afshi, A. A,. Majdian, N,. & Dehghani, Y. (2021). The Effectiveness of Mindfulness Training on Planning and Cognitive Flexibility of Students with Learning DisabilityQuarterly. Journal of Educational Psycholog, 17(60), 111-135. [Persian]
Fatahi, O., Jadidi, H., Ahmadian, H., & Moradi, O. (2021). The effectiveness of educational package of academic resilience, attachment to school, academic self-concept and academic engagement on academic adjustment. Journal of Educational Psychology Studie. 18(43), 63-84. [Persian]
Fong, C. J. (2022). Academic motivation in a pandemic context: a conceptual review of prominent theories and an integrative model. Educational Psychology, 38(4), 1-19.
Fetro, J.V. (2000). Perceived personal and social competence: development of valid and reliable measures. Health Educator; 42(1), 19-26
Gillanders, D. T., Bolderston, H., Bond, F. W., Dempster, M., Flaxman, P. E., Campbell, L., Kerr, S., Tansey, L., Noel, P., Ferenbach, C., Masley, S., Roach, L., Lloyd, J., May, L., Clarke, S., & Remington, B. (2014). the development and initial validation of the cognitive fusion questionnaire. Behavior therapy, 45(1), 83–101
Hart, J., & Howard, R. M. (2016). I want her to want me: sexual misperception as a function of heterosexual men’s romanti atta hment style. Personality and Individual Differences, 92(4), 97–103
Hunter-Johnson, Y. (2022). a leap of academic faith and resilience: nontraditional international students pursuing higher education in the united states of america. Journal of International Students, 12(2), 41-56.
Hermans, R. L. (1970). Effect of gossypol on rainbow trout salmo gairdneri Richardson. J. Fish Biol, 16(2), 293–301
Hsieh, T. L., & Yu, P. (2022). Exploring achievement motivation, student engagement, and learning outcomes for STEM college students in Taiwan through the lenses of gender differences and multiple pathways. Research in Science & Technological Education, 13(4), 1-16.
Hafezi, A. (2021). Predicting self-control based on social and behavioral skills of students with special mental needs in exceptional elementary schools in Tehran. Journal of educational and school studies. 10(2), 61-86. [Persian]
Hoseini ghomi, T., & salimi bajestani, H. (2013). Effectiveness of Resilience Training on Stress of Mothers Whose Children, Suffer from Cancer in Imam Khomeini Hospital of Tehran. Quartery journal of health psychology, 1(4), 97-109. [Persian]
Isazadegan, A., & Dostalizadeh, S. (2020). Comparing the Cognitive Flexibility, Cognitive Fusion, Cognitive Defusion in Male and Female Divorce Applicants. Scientific Journal of Nursing, Midwifery and Paramedical Faculty. 5(4), 15-26. [Persian]
Jamshidi, A., & Razavi, V. S. (2018). The effectiveness of resilience training on stress and psychological well-being of nurses in a military center in Kerman. Ebne Sina Journal, 19(4), 38-44. [Persian]
Krou, M. R., Fong, C. J., & Hoff, M. A. (2021). Achievement motivation and academic dishonesty: a meta-analytic investigation. Educational Psychology Review, 33(2), 427-458.
Keykha, H., Farnam, A., & Jenaabadi, H. (2020). The comparison of the effectiveness of acceptance - commitment group therapy on cognitive fusion, quality of life and anxiety in students with diabetes. Journal of Psychological Science, 18(83), 2193-2201. [Persian]
Lebares, C. C., Coaston, T. N., Delucchi, K. L., Guvva, E. V., Shen, W. T., Staffaroni, A. M., & Cole, S. W. (2021). Enhanced stress resilience training in surgeons: iterative adaptation and biopsychosocial effects in 2 small randomized trials. Annals of surgery, 273(3), 24-42
Lei, H., Chiu, M. M., Quan, J., & Zhou, W. (2020). Effect of self-control on aggression
among students in China: A meta-analysis. Children and Youth Services Review, 116(3),
105-117.
Maston Ann., S. (2018). Resilience theory and research on children and families: past, present and promise. Journal of family theory & review. 10(1), 12-31.
Mirzaei Dahk, S., Ghanbarpoor Ganjar, M., Sarparas, M., Eslam-Kenarsari, H., Hassanpour, A., Fallah Mortezanejad, S. H. & Delpasand, K. (2021). Relationship between avoiding the experience, cognitive fusion and the difficulty of regulating excitement with fear of giving birth to pregnant women of primigravid. Journal of Guilan University of Medical Sciences. 30(2), 121-128. [Persian]
Nezami, M., Naghsh, Z., & Hejazi, A. (2022). Multilevel analysis of the relationship between academic motivation, students' perception of school atmosphere, and teachers' sense of efficiency and job satisfaction. Journal of Educational Innovations, 20(1), 131-150. [Persian]
Nasirzade, Z., Razai, A.M., & Mohamadifar, M.A. (2018). The Effectiveness of Resiliency Education to Reduce the Loneliness and Anxiety of High School Girl Students. Journal of Clinical Psychology, 10(2), 29-40. [Persian]
Natasia, S. R., Wiranti, Y. T., & Parastika, A. (2022). Acceptance analysis of NUADU as e-learning platform using the technology acceptance model (TAM) approach. Procedia Computer Science, 197(4), 512-520.
Parker, D. A., & Roessger, K. M. (2020). Self-directed learning and retrieval practice: building a bridge through functional contextualism. International Journal of Lifelong Education, 39(2), 205-218.
Poloei, L. (2021). The effect of exploratory teaching method on the creativity and progress motivation of psychology students of Islamic Azad University, Science and Research Branch, Tehran. Journal of innovation and creativity in humanities, 10(4), 199-223. [Persian]
Parker, D. A., & Roumell, E. A. (2020). a Functional contextualist approach to mastery learning in vocational education and training. Frontiers in Psychology, 11(2), 16-28.
Rich, B. A., Shiffrin, N. S., Senior, C. J., Zarger, M. M., Cummings, C. M., Collado, A., & Alvord, M. K. (2022). Improved resilience and academics following a school-based resilience intervention: A randomized controlled trial. Evidence-Based Practice in Child and Adolescent Mental Health, 5(2) 1-17.
Ran, Y. (2022). The influence of smartphone addiction, personality traits, achievement motivation on problem-solving ability of university students. Journal of Psychology and Behavior Studies, 2(1), 05-16.
Sapan, M., & Mede, E. (2022). The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners. Iranian Journal of Language Teaching Research, 10(1), 127-144.
Tei, S., & Fujino, J. (2021). Roles of trait resilience, flexibility, and volitional self-control in social adaptation: An fMRI study. European Psychiatry, 64(1), 734-735.
Tanjung, I. B., & Musa, S. (2022). The impact of achievement motivation on organizational capabilities and firm performance in the creative industry context. The South East Asian Journal of Management. 16(4), 120-138.
Torkeman, M., & Moradi, H. (2020). Predicting the motivation of female students' progress based on perfectionism and mothers' personality traits. Journal of Rooyesh-e- Ravanshenasi, 9(2), 67-88. [Persian]
Yunus, M., Setyosari, P., Utaya, S., & Kuswandi, D. (2021). The influence of online project collaborative learning and achievement motivation on problem-solving ability. European Journal of Educational Research, 10(2), 813-823.
Yarahmadi, Y., Naderi, N., Akbari, M., & Yagoubi, A. (2019). The Effectiveness of Academic Resilience-Based Curriculum on Academic Delay and Academic Performance of Students. Journal of Research in Teaching, 7(1), 233-249. [Persian]
Wang, J., Chen, Y., & Dai, B. (2021). Self-esteem predicts sensitivity to dynamic changes in emotional expression. Personality and Individual Differences, 173, 110636.
Zhang, N., Yang, S., & Jia, P. (2022). Cultivating resilience during the COVID-19 pandemic: a socioecological perspective. Annual review of psychology, 73(4), 575-598.
Zhen, R., Li, L., Ding, Y., Hong, W., & Liu, R. D. (2020). How does mobile phone dependency impair academic engagement among Chinese left-behind children?. Children and Youth Services Review, 116(3), 105169.