اثربخشی آموزش واقعیت درمانی گروهی بر تنظیم هیجان و افزایش خودکارآمدی تحصیلی دانش-آموزان دختر
سلامت اجتماعی,
دوره 4 شماره 3,
23 شهریور 2017
,
صفحه 233-243
https://doi.org/10.22037/ch.v4i3.15462
چکیده
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.
- واقعیت درمانی، تنظیم هیجان، خودکارآمدی تحصیلی، دانش¬آموزان
ارجاع به مقاله
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