اثربخشی آموزش واقعیت درمانی گروهی بر تنظیم هیجان و افزایش خودکارآمدی تحصیلی دانش-آموزان دختر

منصوره قریشی--- دانشجوی کارشناسی ارشد مشاوره و راهنمایی، دانشکده علوم تربیتی و مشاوره، دانشگاه آزاد اسلامی واحد رودهن، تهران، ایران,
معصومه بهبودی--- استادیار گروه مشاوره، دانشکده علوم تربیتی و مشاوره، دانشگاه آزاد اسلامی واحد رودهن، تهران، ایران

چکیده


70

زمینه و هدف: باورهای خودکارآمدی پایه اصلی و محور انگیزه انسان محسوب می­شوند که با عوامل شناختی و انگیزشی مختلفی نظیر تنظیم هیجانات مرتبط است. بنابراین، مطالعه حاضر با هدف تعیین تأثیر آموزش واقعیت درمانی گروهی بر تنظیم هیجان و افزایش خودکارآمدی تحصیلی دانش­آموزان دختر انجام شد.

روش و مواد: مطالعه حاضر از نوع نیمه تجربی با پیش­آزمون-پس­آزمون به همراه گروه کنترل و پیگیری بود. جامعه آماری این مطالعه را کلیه دانش­آموزان دختر پایه نهم منطقه پنج استان تهران در سال تحصیلی 95-1394 تشکیل دادند. به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای چهار مدرسه برگزیده شد و از طریق اجرای پرسشنامه­های خودکارآمدی تحصیلی Sherer و پرسشنامه تنظیم هیجان Garnefski تعداد 60 نفر بر اساس پایین­ترین نمره انتخاب و به طریق واگذاری تصادفی در دو گروه 30 نفری آزمایش و گواه گمارده شدند. گروه آزمایش به مدت هشت جلسه 90 دقیقه­ای آموزش واقعیت­درمانی گروهی را دریافت کرد. داده‌ها با استفاده از نرم افزار SPSS-18 و با روش تحلیل واریانس با اندازه­گیری مکرر تحلیل شدند.

یافته­ها: یافته­ها نشان داد تفاوت معناداری در سطح (01/0>P) در میانگین (انحراف معیار) نمرات خودکارآمدی تحصیلی گروه آزمایش در پس­آزمون 1/26 (2/2) و پیگیری 2/26 (2/2) و هم­چنین تنظیم هیجان در سطح (05/0>P) در پس­آزمون 3/36 (3/3) وجود داشت اما میانگین نمرات تنظیم هیجان در مرحله پیگیری 8/34 (1/2) معنادار نبود.

نتیجه­گیری: با توجه به نتایج به‌دست آمده، می‌توان از آموزش واقعیت­درمانی گروهی به عنوان روشی مناسب و مؤثر در افزایش خودکارآمدی تحصیلی و تنظیم هیجان دانش­آموزان در مداخلات درمانی و بالینی استفاده نمود.


موضوع


واقعیت درمانی، تنظیم هیجان، خودکارآمدی تحصیلی، دانش¬آموزان

تمام متن:

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DOI: http://dx.doi.org/10.22037/ch.v4i3.15462

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