اثربخشی آموزش مهارت‌های شناخت خود بر هیجان‌های تحصیلی مثبت و منفی و کفایت اجتماعی دانش‌آموزان دوره متوسطه رشته علوم تجربی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 گروه روانشناسی و تکنولوژی آموزشی، دانشگاه بین‌الملی چابهار، چابهار، ایران

چکیده

زمینه و اهداف: هدف پژوهش حاضر بررسی اثربخشی آموزش مهارت­ های شناخت خود بر هیجان‌های تحصیلی مثبت و منفی و کفایت اجتماعی دانش‌آموزان دوره متوسطه رشته علوم تجربی بود. روش: طرح پژوهش نیمه ­آزمایشی و از نوع طرح پیش‌آزمون- پس‌آزمون با گروه کنترل است. جامعه آماری این پژوهش شامل کلیه دانش ­آموزان رشته علوم تجربی دوره متوسطه دوم شهرستان چابهار در سال تحصیلی 1404-1403 بودند که برای نمونه­ گیری در این پژوهش از بین مدارس دوره متوسطه شهرستان مدرسه (دبیرستان دانا و توانا) به صورت در دسترس انتخاب شد که از این مدرسه پس از اعمال ملاک ­های خروج، 50 نفر شرکت ­کننده در پژوهش به صورت کلاس‌های از قبل شکل گرفته به عنوان دو گروه 25 نفری آزمایش و گواه قرار گرفتند. برای جمع­ آوری داده‌ها از پرسش‌نامه کفایت اجتماعی فلنر و همکاران (1990) و هیجان­های تحصیلی پکران و همکاران (2006) استفاده شد. تجزیه و تحلیل داده‌ها با روش آماری تحلیل کوواریانس چندمتغیره انجام گرفت. یافته ­ها: نتایج پژوهش نشان داد که آموزش مهارت‌های شناخت خود بر کفایت اجتماعی و هیجان‌های مثبت و منفی دانش آموزان تأثیر دارد و باعث افزایش کفایت اجتماعی و هیجان‌های تحصیلی مثبت و کاهش هیجان­ های منفی در دانش‌آموزان می­شود. نتیجه‌گیری:  توجه به مهارت‌های شناخت خو­د و آموزش آن نقش مهمی در بهبود متغیرهای کفایت اجتماعی و هیجان­ های تحصیلی دانش‌آموزان دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of training self-awareness skills with positive and negative academic emotions and social competence of high school students majoring in experimental sciences

نویسندگان [English]

  • Jafar Bahadori Khosroshahi 1
  • Zobeir Samimi 2
1 Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Department of Psychology and Educational Technology, Chabahar International University, Chabahar, Iran
چکیده [English]

Background and Objectives: The aim of the present study was to investigate the effectiveness of self-awareness skills training on positive and negative academic emotions and social competence of high school students majoring in experimental sciences. Method: The research design is a quasi-experimental pre-test-post-test design with a control group. The statistical population of this study included all students majoring in experimental sciences in the second year of secondary school in Chabahar city in the academic year 2024-2025. The sampling method for this study was selected from the secondary schools of Madrasa city (Dana and Tavana High Schools) on an accessible basis. After applying the exclusion criteria, 50 participants were randomly selected from this school and were randomly assigned to two experimental and control groups of 25. The social competence questionnaire of Felner et al. (1990) and the academic emotions of Pekran et al. (2006) were used to collect data. Data analysis was performed using multivariate analysis of covariance. Findings: The results of the study showed that training self-awareness skills has an effect on students' social competence and positive and negative emotions, and increases social competence and positive academic emotions and reduces negative emotions in students. Conclusion: Paying attention to self-awareness skills and training them plays an important role in improving the variables of social competence and academic emotions of students.

کلیدواژه‌ها [English]

  • Positive academic excitement
  • Negative academic excitement
  • Social competence
  • Self-awareness

مراجع

Ahmed, W., Van der Werf, G., Kuyper, H., Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: a growth curve analysis. Journal of educational psychology, 105(1), 150.
Alduncin, N., Lynne, C., Huffman, M., Feldman, M. L. (2014). Executive function is associated with social competence in preschoolaged children born preterm or full term. Early Human Development, 90(6), 299– 306.
Carden1, J., Jones, R., Passmore, J. (2021). Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review. Journal of Management Education, 46 (1), 140-177.
Dasht Bozorgi, Z., Shamshirgaran, M. (2018). Effectiveness of positive training on sccial competence and health hardiness in Nurses. Positive Psychology Research, 4(2), 12-24.
Datu, J., Valdes, J., Yang , W. (2022). The academically engaged life of mastery - oriented students: Causal ordering among positive emotions, mastery- approach goals, and academic engagement. Revista de psicodidactica ( English ed.) , 27(1), 1-8.
Del Vecchio, A., Pfennig-Bass, C., Moschella, P. (2019). 106 Flexibility, Adaptability, Communication, Emotional Intelligence, and Listening: Improvisation, Theater, and Acting Training and Educational (FACILITATE) Curriculum Expansion: TheaterBased Curriculum to Develop Skills of Teamwork, Self-Awareness and Mindfulness for Nurses in Training. Annals of Emergency Medicine, 74(4), S43.
Devine, R.T., Apperly, I. A. (2022). Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence. Developmental Science; 25(1), 13137.
Gómez-Ortiz, O., Romera-Felix, E. M., Ortega-Ruiz, R. (2017). Multidimensionality of social competence: Measurement of the construct and its relationship with bullying roles. Revista de Psicodidáctica (English ed.), 22(1), 37-44.
Haug, S., Castro, R., Wenger, A., Schaub, M. P. (2012). Efficacy of a mobile phonebased life-skills training program for substance use prevention among adolescents: study protocol of a cluster-randomised controlled trial. BMC public health, 12(1), 1112.
Hong, F., Tarullo, A. R., Mercurio, A. E. (2018). Childhood maltreatment and perceived stress in young adults: The role of emotion regulation strategies, self-efficacy, and resilience. Child abuse & neglect, 86, 136-146.
Kinney, K. L., Burkhouse, K. L., Klumpp, H. (2019). Self-report and neurophysiological indicators of emotion processing and regulation in social anxiety disorder. Biological psychology, 142, 126-131.
Ledertoug, M. M., Paarup, N. (2021). Engaging education: The foundation for wellbeing and academic achievement. In: The Palgrave handbook of positive education, 441-472.
Lecce, S., Caputi, M., Pagnin, A., Banerjee, R. (2017). Theory of mind and school achievement: The Mediating role of social competence. Cognitive Development, 44, 85-97.
Lin, Y. N., Hsia, L. H., Hwang, G. J. (2021). Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Computers & Education, 160, 104035.
Ma, H. K. (2012). Social competence as apositive youth development construct: a conceptual review. The Scientific World Journal, 20(12), 287-472.
Nikdel, F., Kadivar, P., Farzad, V., Arabzadeh, M. Kavsian, J. (2013). Investigating the mediating role of academic emotions in the relationship between achievement goals and self-regulated learning strategies: Presenting a structural model. Journal of Education and Learning Studies, 5(2), 113-136.
Pekrun, R. (2006). The control -value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315 – 341.
Pekrun, R., Elliot, A. J., Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of educational Psychology, 101(1), 115.
Pekrun, R., Goetz, T., Frenzel, A. C, Barchfeld, P., Perry, R. P. (2011). Measuring emotions in students' learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Rabbani, Z., Hejazi, E. (2019). Academic motivation and emotions based on academic engagement profiles of first-year high school students in Tehran. Education and Learning Studies, 11(1), 1-25.
Riley, T. N., Sullivan, T. N., Hinton, T. S., Kliewer, W. (2019). Longitudinal relations between emotional awareness and expression, emotion regulation, and peer victimization among urban adolescents. Journal of adolescence, 72, 42-51.
Samadi, F., Alavi Langroodi, S. (2022). The effectiveness of self-awareness skills training on problem solving and academic self-regulation of sixth grade female elementary school students in Yazd. Journal of Psychology and Educational Sciences in the Third Millennium, 6(2), 97-111.
Sarune, M.L., Visvaldas, L. (2018). Teacher perceptions of student social competence and school adjustment in elementary school. Cogent Psychology, 5 (1), 15.
Schweder, S., Raufelder, D. (2022). Examining positive emotions, autonomy support and learning strategies: Selfdirected versus teacher-directed learning environments. Learning Environments Research, 25, 507–522.
Sedighi arfaee F., Tabesh, R. (2021). The effectiveness of life skills training on loneliness and social competence of girl adolescents with symptoms of nomophobia. Rooyesh, 9(12), 33-42.
Shaker, R., golizadehgloo, R., Mohebi, K. (2024). The effect of self-awareness on the creativity of secondary school students of Namin city with the mediation of mental well-being. New research approaches in management and accounting, 8(29), 1240-1251.
Shen, S., Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher emotional support facilitates academic engagement through positive academic emotions and Mastery-Approach goals among college students. SAGE Open, 14(2), 21582440241245369.
Shahini, J., Maredpour, A. (2024). The Effect of Philosophy for Children (P4C)  Training  on  Academic  Self-Handicapping  and  Social  Competence  inSixth  Grade  Students. Quarterly  of Experimental and Cognitive Psychology, 1(2), 59-72.
Taylor, R. D; Oberle, E; Durlak, J. A; & Weissberg, R. P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Development, 88(4), 1156–1171.
Tymes, D. D., Outlaw, K. L., Hamilton, B. K. (2016). Life skills interventions to improve social confidence, self-management, and protection against drug use in rural elementary school aged children. Journal of Community Health Nursing, 33(1), 11–19.
Van Uden, J.M., Ritzen, H., Pieters, J.M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education; 37, 21-32.
Wu, Ch., Jing, B., Gong, X., Mou, Y., Li, J. (2021). Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction during the COVID -19 Pandemic. Frontiers in psychology, 12, 717683.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار