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اثربخشی آموزش قدردانی بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطافپذیری شناختی دانشآموزان نوجوان | ||
راهبردهای شناختی در یادگیری | ||
مقاله 9، دوره 12، شماره 23، 1403، صفحه 151-172 اصل مقاله (597 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2024.29804.2728 | ||
نویسندگان | ||
فاطمه خداپناه1؛ محمدعلی محمدی فر* 2 | ||
1دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران | ||
2دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران | ||
چکیده | ||
هدف: قدردانی یکی از بهروزترین و مطرحترین سازههای روانشناسی مثبت است که بهعنوان یک هیجان، نگرش، فضیلت اخلاقی و صفت شخصیتی مفهومسازی شده است. پژوهش حاضر با هدف تعیین اثربخشی آموزش قدردانی بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطافپذیری شناختی دانش آموزان نوجوان انجام شد. روش: طرح این پژوهش نیمه آزمایشی از نوع پیشآزمون، پسآزمون و پیگیری، همراه با گروه کنترل بود. جامعة آماری پژوهش شامل کلیه دانشآموزان پایه ششم ناحیه 1 منطقه 14 تهران در سال تحصیلی 1403-1402 بودند که به روش نمونهگیری تصادفی انتخاب و در دو گروه آزمایش و کنترل بهصورت تصادفی (20 نفر برای هر گروه) گمارده شدند. گروه آزمایش به مدت 8 جلسه تحت آموزش قدردانی روش ایمنز قرار گرفتند، اما گروه شاهد هیچ آموزشی دریافت نکرد. پیگیری نیز بعد از یک ماه صورت گرفت. ابزار پژوهش شامل پرسشنامههای انعطافپذیری شناختی (CFI) دنیس و وندروال (2010) و پرسشنامههای احساس تعلق به مدرسه (SSCS) بری و همکاران (۲۰۰۴) و پرسشنامه بهزیستی اجتماعی (SWS) کیز (1998) بود. برای تحلیل دادهها از آزمون تحلیل کوواریانس و همچنین نرمافزار SPSS نسخه 26 استفاده شد. یافتهها: نتایج نشان داد که آموزش قدردانی به احساس تعلق به مدرسه، انعطافپذیری شناختی و بهزیستی اجتماعی منجر میشود. نتیجهگیری: مبتنی بر این یافتهها، مداخله قدردانی میتواند بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطافپذیری شناختی دانش آموزان نوجوان اثرگذار باشد. مدارس میتوانند بهمنظور افزایش احساس تعلق به مدرسه، انعطافپذیری شناختی و بهزیستی اجتماعی دانش آموزان از تکنیکهای مربوط به آموزش قدردانی استفاده کنند. | ||
کلیدواژهها | ||
قدردانی؛ احساس تعلق به مدرسه؛ انعطافپذیری شناختی؛ بهزیستی اجتماعی | ||
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